The purpose of this study is to clarify the necessity of introducing "congruence opportunity" in inclusive education. Teachers understand the special traits related to the acts and actions of students with disabilities. In such class settings, teachers attempt to create the means by which such students may participate in the class. In so doing, the hard to predict behavior of said students will decrease or be alleviated - and thus aid in the student's level of participation. The paper argues that such “congruence” leads to “opportunity.”
We will use Wehmeyer et al's explanation of access to the curriculum in general education. A three-level triangular pyramid-shaped model that examines mainstreaming for children with different levels of disability into a general music department education curriculum will be considered.
This research has made clear that it is necessary for a teacher to be rationally aware (of her students), image formation from formative experiences in one's youth, the possibility of the explanation using the triangular pyramid-shaped model, and the necessity of “congruence opportunity.”