This paper talks that education programs for children with special needs in school are on the rise, as policy makers aim to provide education to all children including students with disabilities or special needs through an inclusion method. …
This idea of inclusion is more viable than the use of seclusion or putting the children with disabilities in self-contained classrooms. A self-contained classroom setting proposes that children with disabilities are separated from the rest; according to Banduras social learning theory will not help the child develop cognitively and behaviourally. A self-contained classroom setting that groups children with disabilities from the rest makes them feel as social outcasts. This will have a negative cognitive development to the child, and he/she shall develop little or no social skill to interact and learn with the rest of the population (Turnbull, 2010). The other theory that supports the use of inclusion in the classroom setting is observational learning theory. As the name of the theory suggests, the child learns in the classroom mainly through observation methods. Since the children are included in the classroom setting with the rest of the children with no disabilities, they can observe them and learn. From this observation, they develop behaviour and learn from experience. As the theory suggests, most of the children with disabilities feel the need to adapt to their environment and function well. Through inclusion in the classroom, they see and hear what their peers are doing, and try to emulate it, and this is important as they develop communication and social skills fast enough to interact, and learn in the classroom setting (Weir, 1999). The use of self-contained classrooms in educating children with disabilities would also hinder the observational development of a child. Since the children are set up on their own, they lack the opportunity to...
This essay stresses that inclusion provides children with special needs the opportunity to both interact and learn with the mainstream population who do not have disabilities. Inclusion is a trend, which made major progression in the late 80s and early 90s, which concluded that that general education is the best choice for all students. The role of inclusion for children with disabilities is rationalized by use of several learning theories. The use of self-contained classrooms in educating children with disabilities would also hinder the observational development of a child. Since the children are set up on their own, they lack the opportunity to observe what their peers are doing and undergoing. This shall mean that they depend upon their own mind, teacher and fellow children with disabilities to develop social skill and learn. The inclusion method presents several advantages to both the child and the educator, when it is effectively applied taking all the students requirements in a learning environment.
This report makes a conclusion that through the inclusion method, several children with disabilities have developed the need skills to be successful members of society. Some children with disabilities have developed strong mental and behaviour capabilities to get higher academic grades as compared to their friends. The inclusion methods creates a feeling of oneness and togetherness to the children with disabilities, and through the learning theories outlined in the paper, make them productive members of society. ...
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I equate this with medical doctors, who take the Hippocratic Oath, to save lives, at any cost. I adhere to the school of thought that all children have the same rightful opportunity for education, regardless of any disability they may have. At the same time, I see the difficult challenges for educators, who need to use effective tools “to create the best possible learning environment for children with disabilities.” CITATION WEA11 \l 1033 In line with the above, this paper highlights children with special needs, rather than children with disabilities.
Rigorous levels of work have been manifested on this domain at the national level and the governments also have adopted various policies with their following impacts on the schools. As for instance in schools in England, the real focus is given on the bureaucracy of inclusion and managerial approach which somewhat denies the very important role of the teacher in the schools.
However, many parents that deal with children that have learning problems are still unaware of how this act could help them and the children. Because they might not be able to determine if their children truly have learning problems, they might dismiss them as lazy or lacking in motivation, when in fact they needed additional help and guidance.
According to the study conducted, the acceptance of SEN students in the UK and their inclusion, in the learning system has been a long struggle initiated by activists in support of rights of the disabled. This group of advocates for inclusion shunned away from the past injustices of segregation of disabled students in the UK education system.
b. he/she has a difficulty that stops or obstructs him/her from exploiting the educational facilities and opportunities that are extended to the children of the same age group, in the schools situated in his/her neighbourhood or vicinity; or
c. he/she hails from the compulsory school age and satisfies the above mentioned clauses a.
The major policy development in the field of special needs education in England and Wales in the 1990s was the introduction, as a consequence of the 1993 Education Act, of the Code of Practice on the Identification and Assessment of Special Educational Needs.
On the basis of a preliminary examination of the school and interviews with some of its teachers, it appears that West Boca Raton school excels in academic performance as well as in other areas, but it has several disabled students
Social inclusion looks at all factors that prevent individuals feeling excluded within their community (Askonas and Stewart, 2000, p.54).
Social inclusion considers the recommendation of some rights and public freedoms
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