Inclusion as a Failed Ideology - Essay Example

? Is inclusion a failed Ideology? Introduction Education as a right should be accorded to every child inthe world irrespective of its needs. Those that require Special Education Needs (SEN) are also entitled to normal education like other pupils without disabilities. Inclusion is a better way of closing the gap between the two groups of children. Several factors that are clear for everyone to see include: equal opportunities, for pupils to get training or education on the subjects that they are comfortable with. According to Frederickson and Cline (2009), children must be accepted, appreciated, valued and encouraged regardless of their individual need. Teachers must have enough training such that they can teach children with disabilities without any problems. On the other hand, parents must work hand in hand, with teachers to ensure the smooth learning of their children (Gray and MacBlain 2012). However, according to a report released by the House of Commons education and skills committee, the government’s policy of inclusion has been criticised for its confused and unclear definition of special schools. This has forced some children into wrong mainstream schools, something that result into distress for both children and their parents. According to the report, the government should concentrate on not just putting up special schools, but how the whole system should have high quality and well resourced to meet the needs of every student. While the world is advancing and normal people continue to enjoy education and other facilities at their disposal, disabled youth are left behind. Norwich 2008 argues that this is not only socially wrong but also ethically inappropriate. Including students with disabilities in our education system where they will get their special needs, in addition to what their able, peers are getting is a big step towards achieving the aim of better education for all (Atkinson and Claxton 2000) With reference to Sage (2004), many people have never been able to differentiate between mainstreaming and integration from inclusion. Mainstreaming tries to bring people with disabilities to regular classrooms so that they can grow with their peers without giving them support. Conversely, integration gives these disabled pupils a part time interaction with their peer, and this denies those students an opportunity of feeling that, they are members of that class. Never the less, inclusion gives equitable education and training opportunities for all young people. This help to prepare all young people to a productive life ahead. Therefore, those who have various disabilities can be able to live their lives to the fullest (Wilkinson and Ahmed 2007). Special Education Needs (SEP) are the principles that govern sustainable inclusion, and outline several practices that various shareholders are required to do to ensure that the project succeed. Norwich 2008 argues that, if inclusion is to be successful, early intervention and involvement of children is required. Many parents don’t give their children time to develop among their peers. Schools do not have special facilities to cater for the needs of these children. Later in life when these young people are introduced in the normal classrooms at their secondary or more advanced stage, they cannot co-exist with other children. This limits the effectiveness of inclusion (Byers and Rose 2004). Is Inclusion A Failed Ideology? The idea of having inclusion in the education system was a smart move and although this idea has not been fully realized. For example, a study conducted by Blazzard 2011, evidenced that some teachers displayed negative attitudes towards pupils with special needs. This, according to Blazzard, affected school’s commitment to commitment. In addition, parental resistance to inclusion, lack of funding, training and resources were also among the identified barriers. However, students with disabilities are likely to have high self-esteem when they attend classes with other student than when they are on their own. It also helps to motivate other young people who will experience a challenge to work hard. Inclusion helps to embrace diversity in our society and, therefore, increase abilities and accomplishments that relate to self-esteem. Social coexistence and understanding between different members of the society enhances societal development. For people with disabilities, inclusion offers the best environment for this coexistence (Sage 2004). Inclusion does not only help people with a disability, but studies have shown that even those without disabilities also benefits from inclusion. One of the important impart of inclusion is the growth in understanding and appreciation of those with disabilities from those who do not. To add to this social cognition, student without disabilities are able to appreciate their self-concept (Sage 2004). In fact, Warnock, in 1978, proposed that integration of special education provision and ordinary school would foster inclusion efforts. In her report, she indicated that sharing of facilities such as classes between special school and ordinary school would bring worthwhile gains (Warnock 1978). The argument here was that parents should appreciate the fact that their children can be able to attend an ordinary school. However, while such deliberations can be argued to be correct, there is a need to have a mentality and belief of change among all shareholders in this sector. The willingness of one party and unwillingness of another can lead to failed project. The government, teaching staffs, parents disables and non disable youth have a role to play to ensure the success of this project. However, this has not been the case in the recent past and, as a result; the project has failed in achieving the ultimate goal of success (Bryers and Rose 2004). According to Education Act 1994, originally established children are grouped based on age, aptitude and ability. Schools are set based on the special needs they are able to offer to children. Although this is good because schools meet the children needs, it limits the children to that environment rather than opening ways for such children to interact and learn from their peers. Schools should be flexible such that they can accommodate children with different needs and provide them with the necessary education (Bryers and Rose 2004). Effective Management Effective Communication Communication is the only way of passing information from one person to another. Stakeholders in primary education are crucial in ensuring the achievement of the set goals and objectives. Teachers needs to have a better understanding of their students whether disable or not. They also need to come up with better and effective mechanism that will ensure every student is comfortable to be in that class. Youth are more likely to mock their peers with disabilities than in the other group of people. However, teachers with the best training can bring harmoniously coexistence of his/her students (Frederickson and Cline 2009). Parents are part of the core pillar of education especially for students with disabilities. Some parents fear that their sons or daughters with disabilities are likely to be intimidated by other students without disabilities. As this may be true, parents ought to the one encouraging their children instead of hiding them from the society and their peers. Parents should be the role models to their children. Just because one has disabilities, does not mean that he/she cannot have a better life like other people. Parents should clearly advise their children on how to face challenges that come their way (Frederickson and Cline 2009). Government must ensure that it provides financial support so that students with special needs can be catered for without any problem. The government also needs to ensure that teacher gets the best training so that they can handle all students in a manner that is both fair and equitable. It is the role of the government to do the primary planning that will cover all school. If proper planning strategies are put in place, then every student would benefit. Apart from the above shareholders, the students are also important in ensuring smooth inclusion in the curriculum. Willingness of co-existing among all students is the best way to realize the benefits of inclusion. Team work Team work is paramount if inclusion is to be realized. All participants must come up with ways of working together toward a common goal. However, according to a report by Paliokosta and Blandford 2010, in most cases, lack of team work has always undermined implementation of inclusive practices in most schools. They argued that exclusionary pressures in schools have had a biggest share in this matter. In addition, this has not only undermined the inclusive efforts but also put vulnerable children at risk. Students with disabilities especially behavioral difficulties must corporate with teachers and work with them. Teachers must always understand their students well so that they can help them in areas they need help. Parents must give their children the support required and also mentor them. Teachers and parents should come together and share the development and problems facing the pupils. The feeling of care and respect among the pupils help to increase the self-esteem. Inclusion requires a belief that nobody is more important or less important than the other. Partnership with pupils, parents or guardian, schools and other shareholders help in making wise and long lasting decisions (Atkinson and Claxton 2000). Expertise The school and government understand that teachers must be expert and must show professionalism when teaching pupils with and without disabilities. There is a need to have Special equipments that will benefits pupils with disabilities. These equipments will make the teachers’ work easy and effective. Special Education requires that pupils involve themselves in the different activities based capabilities. If it is game, pupils should have different games option from which they can participate. This is a concern in many shareholders minds, but coming up with a common ground and understanding is what is lacking (Norwich 2008). Teacher must setup routines and habits that will establish an understanding between pupils and the teacher. Having group work and more engaging lessons are some of the ways that ensure pupils understand and appreciate each other. This requires a high level of professionalism from teachers in orders to understand that grouping a particular child with others enhance learning. Teachers must also be taught how to manage time properly so that they can cover all the necessary work at the given time (Norwich 2008). Factors That Contribute Inclusion Over the years, discrimination has been the major challenge in the society. In school, students discriminate each other based on their strengths or weakness. This is an important factor to consider when starting inclusion because there is a risk in making some students uncomfortable and especially those with disabilities. Making students co-exist is not a simple task; however, there is a need to try to achieve this. It is crucial to achieve a goal of ensuring that most people are independent at a particular age, for example, 18 years. This will call for immediate and effective measures that will ensure the achievement of such a goal. Change of attitudes and beliefs is a fundamental obligation that is required to ensure inclusion is successful. Communication skills, social skills, and self-initiatives skills are needed to benefits from inclusion (Sahlberg 2007). Age and abilities among different pupils are factors that promote inclusion. Sometimes children cannot be put in the same group based on their disabilities. For example, a handicap cannot be put in the same class with mental disability if they are too young. This is because there are risks that are involved between the two. Abilities are an important factor to consider when taking pupils in the normal classroom. Abilities form the foundation of young persons. Children should be taken to a normal classroom if their abilities can be developed and sharpened up (Sage 2004). Increasing participation is another important factor that promotes inclusion. Participation in class, sports or any other activity bring a group of people together so that they can share ideas. This helps pupils that require special needs. When other pupils listen to them, their self-esteem is increased, and they can confidently share their abilities. Through participation, teachers are able to identify the strength and weakness of their pupils. Inclusive education requires commitment from practitioners and participation provides an easy way of commitment (Sage 2004). Model of Pupil Grouping Students are more often grouped based on whether they have disabilities or not. This method of grouping gives an opportunity of discrimination and low self-esteem between both groups. The most effective way of grouping should be based on identification of skills among young people. According to Appreciative Inquiry, every person has some skills, which need to be utilized. Grouping pupils of different skills deny the development of disadvantaged pupils. However, if disadvantaged pupils get an opportunity to work with other pupils who have different skills, they tend to sharpen their skills (Norwich 2008). The education Act 1994 states that children are grouped based on their age, ability and aptitude. Schools should fit in the needs of the children if inclusion is to be successful rather than children fitting the schools needs. This is because there will be flexibility and children will be able to feel comfortable in any school. According to the new code of practice states, special education needs can be approached from four key areas, namely; Communication and interaction Cognition and Learning Emotional, Behavioral and Social difficulties Physical and Sensory Difficulties Based on the finding of the four steps, teachers can come up with Individual Education Plans (IEPs). This help to set attainable goals for the students. Also, teachers can determine how flexible the child is and when it is ready to interact and mingled with other students. Impact of Individual Difference Identification, nurturing and management of talents among the students in the inclusion process are the foundation to success of this project. This because teachers are better able to understand the students based on their strengths and weaknesses. It has been seen that there is a great development and growth in schools and organizations that have embrace this strategy. Teachers are able to handle and focus on the difficulties and problems that are facing those students. Students are given an opportunity to reflect on their strengths and appreciate the differences seen in others. According to the late 1990’s Acts, parents are forced to put their children in the mainstream irrespective of their disabilities (Colverd and Hodgkin 2011). The results of various researches has shown that identification of individual differences has increase the number of students and pupils with whom other are willing to work with. Some skills are complimentary while others are supplementary. Understanding this make those pupils who can work together agree on how to work together (Colverd and Hodgkin 2011). Challenges of Inclusion There is a major attitude barrier among various shareholders that limits the success of inclusion as an idea. The laid down principles clearly state that are students and pupils are equal. However, many people have not embraced this principle. Personal values are the guiding principles, and, therefore, it become hard to separate them when dealing with students with disabilities. Some teachers think that it is difficult and more demanding to teach students with special needs. This is not entirely true because some of these needs do not require alteration of the way of teaching, but rather an opportunity to interact. There is a need to ensure that teachers are well equipped to handle all students without favor or discrimination. This calls for teachers who are well trained. This is a challenge for the government because many teachers don’t fit into this system of inclusion. Students with disabilities require special materials and to incorporate them into the normal classrooms, and this is a challenge. School senior management and government support is a must for both teachers and students. The key stake holders need to understand that the needs of some of the students’ require to be addressed personally. In this case, the school management should not think that a teacher is neglecting other students when addressing these issues, but should give him/her better strategies of dealing with those issues (Norwich 2008). It is quite challenging for most schools to manage to implement the policies of inclusion. This is mainly due to the fact that it is often difficult to do this while raising the standards of education. The attainment of these policies requires both time and patience. Although we often demand for result from teachers, we must understand that they have to face the arduous challenge of providing the specials needs if inclusion is to be realized. For example, if a teacher used to achieve a certain level of results with pupils without disabilities we need to give him/her a little room so to accommodate those with disabilities. This does not mean that we lower level of education, but rather we come up with better strategies to ensure that even those with disabilities are at the same level if not better than the rest (Petrovic 2008). Trying to come up with balanced achievement for both group of students is also a major challenge. Some students without disabilities don’t feel comfortable when studying in the same classroom with students with disabilities. Also, there is no better measure of the performance of the students based on their strength and weakness. Some students may have good ideas, but the expression of those ideas often becomes a challenge. This is often the case for those students with disabilities. Lack of adequate support for disabled students, while they are away from school is detrimental to the students’ self-esteem and also destroys the feeling of self dependency that might have been cultivated in those students. Some teachers can not be able to balance their time properly, and they tend to give some pupils more time while neglecting others. Balancing time will bring about balance achievement from the two groups of pupils. A conducive environment needs to be created so as to ensure that all students obtain better achievements (Cigman 2007). The teaching styles used have to be the most effective to ensure that positive results are achieved and at the same time the issue of discrimination is adequately addressed. A lot of teachers are focused on getting results and, therefore, tend to think that inclusion is not a priority. The environment they create is not found to be conducive. Lots of energy, patience and time, are needed which many schools don’t have. There is a tendency where most of these schools ignore addressing the genuine problems facing inclusion (Petrovic 2008). Parental resistance is another major challenge faced by inclusion. Many parents fear that their children who may happen to have emotional, social or behavioral difficulties are likely to face discrimination from teachers and other pupils (Barnes 2010). They are therefore, not willing to take the risks of taking their children to normal classes. Unless parents understand that inclusion provide room for all pupils to be equal, then this system is doomed to fail. Some parents also opt to take their pupils to mainstream school where they are offered special training, but they deny these children an opportunity to interact with other. The reason they think this is the best way is because they think that the 1981 education Act had a binding nature and, therefore, it limited on how this inclusion is to be carried out. There is a lack of accountability among various practitioners (Petrovic 2008). In most cases, funds are a limiting factor that undermines the progress of inclusion. In school where there are pupils with disabilities more funds are required to take care of those special needs. Sometimes parents cannot be able to pay for the facilities and equipment that their children require. If the government does not give financial support then, it is unlikely that inclusion will succeed. This is a challenge to many schools because, in most cases, the schools cannot afford the cost and maintenance of these facilities. For example, if more teachers are required to cater for children with disabilities, it is the responsibility and duty of the country’s government to employ them. Conclusion There is no doubt that inclusion faces difficulties and challenges because the provisions and facilities of offering inclusion are in most cases in unavailable. Special education needs have of late raised several crucial questions as to whether this is the right track or not. More often than not, the intended goals and objectives are not realized. It is a fact that disputes will continue existing among various practitioners unless they can a set of common and attainable solutions. The government is normally heavily involved in formulating the policies that govern the system, and unless it seek the views of other practitioners, then these policies are likely to fail (Petrovic 2008). Inclusion should not be thought of as a failed ideology, but rather is should be considered to be a great idea. This idea has not been put into consideration as seriously as it ought to and as a result of this there have been some major setbacks. The participants of inclusion have failed in one or more ways. This does not mean that inclusion should be abandoned, but they need to come up with better strategies that will help in the realization of the objectives and goals of this project. Most disabled young persons have the capability of developing self dependence without facing any discrimination as a result of their disabilities. Pupils with physically disabilities are the most severely affected because their disabilities are evident to everyone (Sahlberg 2007). The system of inclusion must be re-examined and re-thought. This is mainly because at the moment the project is not bearing fruits. There is a need to address the genuine problem facing inclusion and handle them promptly and effectively. It clear that, the concept of inclusion is no longer working. In light with this, as a result of this, new ideas and provision must be developed. Teachers need special training to enable them to handle the challenges more effectively. Pupils also need to appreciate diversity among themselves, and they can only do so if they are given an opportunity to learn with those who have special needs (Sahlberg 2007). Although most people deny it, bullying still exists among students. This bullying is normally targeted at pupils with disabilities. In the long run, bullying is inevitable, but this can be minimized based on the strategies that the participants can come up with. Specialists like well trained teachers needs to develop provisions that will be more effectives. Policies need to be changed in order to break the barriers that arise and hinder its success (Norwich 2008). Resources, policies and facilities, are the foundation are required if inclusion is to be successful. Therefore, there should be attempts by all members of the community to support this type of education. Policies change and the will of practitioners are lacking and, therefore, there is no genuine action (Norwich 2008). Inclusion requires the following basic strategies; 1. Identification of children. It can be based on various categories; like needs, abilities and kind of disabilities. This is an important and mandatory strategy because it helps all the practitioners to understand the special needs that a child requires. It also enables teachers to group the children based on their abilities and needs (Norwich 2008). 2. Placement is another strategy of ensuring the success of inclusion. Children having disabilities must be put in the right environment so that they can feel free and appreciated. If the disabilities call, for special facilities and equipments then there is a need to provide those facilities (Norwich 2008). 3. Understanding which curriculum is best suited for people with certain disabilities. All pupils need to have the same kind of education; this necessitates having different curriculums to accommodate all their special needs. For example, the deaf cannot have the same curriculum as the blind. However, the same knowledge can be passed to the two groups. The curriculums should be balanced so that they can be both flexible and interactive (Norwich 2008). 4. Management and governance of schools is a strategy that has never been implemented. There should be clear guidelines who decide what and who come up with what provisions or policies. Over the year, such decision has often been left to the management which sometimes fails to come up with practical policies or provisions. This because they do not know the actual situation on the ground. Teachers, parents and pupils, must also be involved in making these decisions (Norwich 2008). Bibliography: Atkinson, T. and Claxton, G. (Ed)., 2000. The Intuitive Practitioner. Buckingham: the Open University Press. Barnes, C., 2010. A Brief History of Discrimination and Disabled People, in L. J. Davis, (Ed.). The Disability Studies Reader: Third Edition. London: Routledge. Byers, R. and Rose, R., 2004. Planning the Curriculum for Pupils with Special Educational Needs. London: David Fulton. Cigman, R., 2007. Included or excluded?: the challenge of the mainstream for some SEN children. London: Routledge. Colverd, S. and Hodgkin, B., 2011. Developing Emotional Intelligence in the Primary School. London: Routledge. Frederickson, N. and Cline, T., 2009. Special Educational Needs, Inclusion and Diversity: (2nd.Edition). Buckingham: Open University Press. Gray, C. and MacBlain, S., 2012. Learning Theories in Childhood. London: Sage. Norwich, B., 2008. Dilemmas of Difference, Inclusion and Disability. International Perspectives and Future Directions. London: Routledge. Petrovic, J., 2008. The Big Picture in Bilingual Education: A Meta-analysis Corrected for Gersten’s Coding Error, Journal of Educational Research & Policy Studies, 8, 2:2-100. Sage, R., 2004. A World of Difference: Tackling Inclusion in Schools. Stafford: Network Educational Press. Sahlberg, P., 2007.Education policies for raising student learning: the Finnish approach, Journal of Education Policy, 22, 2:147-171. Warnock, H., 1978. Special education needs: report of the committee of enquiry into the education of handicaped children and young people. Accessed on 22nd Nov 2012 from: http://cursos.tecmilenio.edu.mx/cursos/at8q3ozr5p/prof/pe/pe04006/anexos/Warnock%20report.pdf Wilkinson, V and Ahmed, J., 2007.Student life and tribulations in the Midlands, Journal of Educational Research, 10, 2:4-90. Read More