Disability is a bane on humanity, even more so if it concerns students. Disabilities affect their learning process and they are looked on as, pitiable, pathetic, invalid, helpless, and so on by their colleagues. This is a matter of serious concern, as these unfortunate children face the ignominy of being labeled a liability in some section of society…
Just as much as in schools, societal attitudes can represent a great obstacle to the inclusion of disabled people in the community (Forest, 1991)3. The societal attitude of the 'normal' people towards disabled people has been characterised by confusion, ambiguity and a modicum of good will. It therefore comes as no surprise that, mainstream pupils exhibit an ambiguity, not dissimilar to their elders, in regard to their few disabled colleagues in school (Lewis, 1995)4.
Researchers and educators have developed legal, educational, ethical and psychological arguments to support the inclusion of children with disabilities into mainstream schooling. However, for the successful integration of these students into the mainstream, there needs to be a total reappraisal of the existing educational system. This would include changes in organisational structures, curriculum and teaching methodology (Meijer, 1994)5. For this system to become a success would need the wholehearted support and integration of all teachers (Michael Shevlin, 2000). Having understood the basic idea of what is necessary to the inclusion of special educational needs in schools for introducing students with learning difficulties, the next logical step would be to understand what this term 'Special educational needs' mean in the context of this paper.
Disability, difficulty in learning, learning difficulty and special educational needs, may seem a lot similar, but they are quite different in their literal sense. Special Educational Needs under the Education Act of 1996 states that 'a child is in need of special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for that student (Section 312). Learning Difficulty is attributed to students with:
Greater difficulty in learning than other children of his/her age
Has a disability which prevents him/her from making use of facilities that is provided to children of their age in school (Section 312 (2)) of the Education Act.
(Michael Farrell, Ch.1, p.11-12, 2003)
2.0 Executive Summary
Disabilities are a curse on society. Disabilities can be physical, mental, or social. The perspectives and social relationships of young children, including gender bias, the relationship between racism and education, and racism and identity in school and curriculum are social barriers that must be addressed in inclusive policies. These social cancers must be removed from schools to make inclusive education a success. Such discrimination of disabled and under-privileged children can lead to depression. Mental disorders can play havoc with children at a young age. Language is also a barrier for children to mix and learn with other children. Physically challenged children also face the embarrassment of being recognised as ...
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(Inclusion of SEN Students in Schools Essay Example | Topics and Well Written Essays - 5000 Words)
“Inclusion of SEN Students in Schools Essay Example | Topics and Well Written Essays - 5000 Words”, n.d. https://studentshare.net/education/291042-inclusion-of-sen-students-in-schools.
In the economically inferior states, the main concern has to be with the masses of teenagers who never get to see the inside of a school let alone the classrooms. For the meantime, in more affluent countries countless young individuals leave school with no valuable diplomas, despite the fact that others are to be found in a number of forms of unusual provision away from conventional learning practices, and various simply decide on to give up since the schoolings seem neither here nor there to their lives.
As the essay highlights to many people, inclusion is a philosophical movement that is based on the notion, that all students, irrespective of their disability and level, should attain education in the same classroom, as their peers who are of the same age. This does not mean that inclusion is similar to that of mainstreaming or integration.
Anti-social behaviour from many youngsters are closely related to their vicissitudes in the sphere of education. Although, the United Kingdom has come up with a number of special education needs policies and practices, no significant success has marked in terms of educational attainment for the pupils with learning difficulties or disabilities.
However, the issue of children with special educational needs, particularly due to their physical inability has become important in the recent past. Meeting the special needs of children with disabilities is often a challenge. The main challenge faced in trying to ensure all children receive equal opportunity particularly in education is lack of enough funds to meet the needs of the disabled.
In view of the growing sensitivity of the general population towards the disabled, governments and public and private institutions have exerted greater time and effort to clarify the issues related to the role that the disabled have in society and the roles that society has towards the disabled (UNESCO).
While inclusive education is a concept which generally means the education of all the children in mainstream schools irrespective of any consideration, it has been comprehended differently in different nations. Though the process of inclusive education has been implemented in some nations, it is immensely affected by the diversity in the understanding.
Whatever political, social, or economic orientation a person has, he/she has the right and obligation to obtain education. This is the very reason why it has been noted in Article 26 (1) of the United Nations Universal Declaration of Human Rights that "Everyone has the right to education.
Down syndrome is one of these diseases affecting children. It is considered a genetic defect wherein the child has 47 chromosomes, instead of the normal 46. This defect seriously affects the neurological and physical development of the child,
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