anchored on consolidation of the existing capacity, policies and practices of the education system in a country to reach out to students with special needs and disability and seeks to eliminate the distinction between SEND as well as regular students (Sovic & Blythman, 2013). Students with special education needs experience learning difficulties when subjected under the normal school environment caused by diversified factors such as the autistic spectrum disorder (ASD), physical impairments, and cerebral palsy. The National Association for Special Educational Need (NASEN) has classified students with special educational needs under three broad categories including School Action, School Action Plus and statement plus special education, which facilitates the implementation of policy and practice for students with SEND as well as inclusion in various educational institutions.
Over the years, legislations, policies, and strategies have been implemented to set an inclusive school environment for SEND provisions, which have been accommodated in the education school system such as the Special Education Act 20that has had a global influence in the promotion of inclusive education. Initially, the subject of whether children with special education needs should be included in special or mainstream school was controversial and it was only until 1990 that saw the inception of inclusive education (Black-Hawkins, Florian & Rouse, 2007). Special Educational Needs Act was implemented on 2009, which highlighted the policies and legal rights of students with disabilities in the UK. Similarly, a number of strategies have also been placed to ensure students with SEND swiftly adapt to the mainstream schools such as provision physical amenities that are friendly to students with disabilities including ramps (DfE, 2011). On an equal measure various local and international legislations and policies have also been enacted to ensure that students with SEND are provided with equal
Inclusive schooling is an educational model that integrates students with Special Education Needs and Disabilities (SEND) under the same classroom environment with students without disabilities. Unlike integration that seeks to place children in a mainstream system without…
Does the International Baccalaureate offer greater freedom/ opportunity to develop students’ creative/ critical skills? Even though the International Baccalaureate (IB) agenda does not lay down a specific programme for critical thinking and creativity, which is an exclusive arena for the educator, they do created objectives which are quite useful and instructive.
According to Ainscow (2005) “Inclusion is about the presence, participation and achievement of all students” (Ainscow, 2005 pp. 16) relation. This particular form of education is offered to individuals with disabilities and also to children necessitating require ‘Special Educational Needs’ (SEN).
According to the paper inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn”. Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk.
There are very many significant areas in Inclusive Education that can be and need to be made the areas of researches and specific analysis. In this paper, one such crucial area of multifaceted study is identified in the area which investigates the relationship between social and educational inclusion, or, to be specific, the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities.
As per the book title is given (Teaching students with special needs in inclusive setting) it is clear that the authors of this book have made their point clear about teaching students irrespective of whether a student is physically handicap.
Inclusive schooling intends to ensure that there is equal access to the various educational programs by all the students and also regular classroom setting. It is through inclusive schooling that students are in a position to get educational programs which are offered in their regular classroom setting hence increasing their potentials to succeed in education.
In this paper, it is investigated the relationship between social and educational inclusion, or the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities. The inclusion of the disabled children in education process is prime concern of every community.
The constitution also advocates for the rights of autistic individuals and other people with disabilities to be upheld. Various constitutional Acts support inclusive practice and ensure that the handling of handicapped persons is proper. The Handicapped Children Act of 1970 that advocates for the rights and decent treatment of children with disabilities.
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