Significant attempts to transform mainstream/state schools and make them more inclusive to the physically disabled students have been made in UK. However, a lot requires to be done to make the mainstream schools completely accommodating to the disabled students. This paper focuses on the measures that mainstream schools in United Kingdom have taken to be more inclusive and meet the needs of the physically disabled. Additionally, the paper will focus on how successful or unsuccessful these measures have been in different institutions and whether the success depends on the resources that the schools have to their disposal. In the recent past, the UK government has dedicated itself to ensuring that all children get equal access to quality education irrespective of their diversity. However, the governments’ objective has not been fully successful. Physically disabled children are one of the groups of people that have been discriminated against in most societies. Investigations the UK education department show that most mainstream schools lacked devices to support disabled student particularly before introduction of the inclusion program. According to the medical model, most people view disability to be identical to disability or as a problem. However, other theories have been developed to counteract this notion. These theories include the post-social, affirmative, and the social models. These theories posit that impairment is not synonymous to disability. They argue that case of disability found amongst the physically challenged persons result since disabled are often not provided with the appropriate environment to reveal they potential. This can be demonstrated by simple aspects such as lack of elevators in most state school, which makes it almost impossible for children using wheelchairs to attend such schools. These contemporary models have greatly contributed to the changes in mainstream school in London to make them more accommodative for the disabled students. Accommodation of the disabled in mainstream schools is in line with the social model, which argues that segregating of the impaired people is irreverent and a sign of oppression. Most efforts made have been to improve the schools and accommodate individuals with impairments such as blindness, deafness, or other impairments that make it impossible for individuals to use the same facilities with normal individuals. Post-social modelists argue that segregation make the persons with impairments pity themselves. The social and post-social models are among the models that have greatly influence the development of inclusion programs in UK (Clough and Corbett 5-11). In ensuring that the physically disabled access quality education, the learning environment must be altered. This is more important in cases where the disability requires the students to make use of supportive devices such as wheelchairs (Department for Education and Skills Web; Norwich 16-28). Importance of the Inclusion Program Ensuring that persons with disability are not excluded from mainstream education has been the most significant move in guaranteeing equal opportunities for all. There are a several reasons why inclusion of the physically disabled in the mainstream schools is important in UK. One of the reasons is because education is considered crucial in
Inclusion of the Physically Disabled in Mainstream Schools Introduction The number of children living with disabilities is considerably high in the United Kingdom. In the past, people with disabilities have often been excluded from mainstream education in most countries, inclusive of the United Kingdom…
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.
According to the paper Inclusive education primarily refers to the integration of students with disabilities in the mainstream educational institutions. Many scholars believe that inclusive education is the right of all children with special needs whereas many believe that inclusive education results in the lower quality education for the students with SEN. Inclusive education has been advocated by UNESCO and major countries such as USA, Canada, and Britain among others.
Making provision for the inclusion of disabled pupils in mainstream schools. Disabled children in mainstream schools suffer from severe adjustment problems in practicing physical education and schools largely depend on inclusion programs for providing support for disabled children.
These physical and mental disabilities or handicaps includes "autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, special learning disability, speech or language impairment, traumatic brain injury, and visual impairment" ("Inclusion", 2006).
Disability has been viewed almost exclusively from medical and psychological perspectives (Barton, 1996)1. This experience, which has often been supported by legislation, has come in for severe criticism, and has been rightly challenged through campaigns by people with disabilities for rights to common and equal citizenship (Quinn, 1993)2.
Teaching begins at an early age of the child development, the teaching school being classified as early childhood development, the children are first enrolled in baby class, then to pre unit and lastly to the nursery school. The next level of their education is the primary school.
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.
The development of inclusive education in Ireland was initiated in 1993 through the Special Education Review Committee which campaigned for the inclusion of children with Special Educational Needs (SEN) to a great extent
for both mental and physical disabilities of students in public schools and current education system in England requires innovative researches and strategies in this field. In general, the term disability is used to point toward a physical or mental circumstance that limits
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