Fostering Inclusion: Non-Abandonment and Reframing Strategies for Educators

Non-Abandonment and Reframing Name Institutional Affiliation Course name Instructor’s name Assignment due date Non-Abandonment and Reframing Summary of the Analytic Framework from the Text Non-Abandonment Non-abandonment is the conscious choice educators have to make to facilitate inclusion by connecting with all their students regardless of needs and difficult behaviors. Students at risk of social exclusion have experienced challenges resulting from lack of connection to their family members and the society. As a defense mechanism to their difficult behavior, teachers are likely to display similar levels of abandonment to such children and deny them opportunities to participate in classroom activities. Through the concepts of containing and holding, teachers play the caregiving role of accommodating the mental challenges facing the students and offering a safe environment for them to explore their difficulties (Razer & Friedman, 2017). To achieve inclusion through non-abandonment, educators have to make the conscious decision to cope with their frustrations with students in need of support. It is their responsibility to make the decision to accommodate students with difficult behaviors while setting limits to maintain discipline in the classroom. School programs and instruction strategies play a major role in defining how teachers are effective at supporting children. Involving educators in programs targeting excluded students increases their capacity to meet the learners in need. Reframing Reframing is the skill that teachers use in inclusive education where they change the cognitive structures that define the exclusion of students. The two frames of helplessness and false identity demonstrate how educators fail to assist excluded students in their classrooms. Reframing is the process of creating changes in the perspective through which teachers view difficult behavior and the potential approaches they could use to promote inclusive education. The concept of reframing demonstrates that teachers are unable to deal with the issues affecting students or offer meaningful support if they do not change their approach towards the problems in their school (Razer & Friedman, 2017). It ensures that teachers change both their way of thinking about a problem and their feelings towards issues affecting the students. Reframing is an important skill and a necessary stage t