Inclusion in Special Needs Education - Research Paper Example

Inclusion in Special Needs Education Introduction Debate of the proper approaches for educating children with special needs and learning disabilities have been on-going during the last decades. Various approaches have been experimented with by educators, families, and their communities to address not only the development of these children but also to include them as natural part of the communities of schools and the wider organization. Inclusion has been seen as an integral social process for individuals whether children or grown-up. Proper inclusion provides positive development for the individual that result to personal growth and productive contribution to society. This paper will discuss inclusion in special needs education for children with various disabilities. Discussion According to Ballard (1997: 244): Inclusive education is understood as non-discriminatory practice of providing individuals of whatever age, color, ethnicity, culture, gender, or even disability the equal treatment they deserve at classroom setting and the school community (Ballard, 1997). These learners are given equal rights and involve all students in a community. There are no exceptions to access the culturally valued curriculum of their society whatever may be the intellectual, physical, sensory or other differences they may have. They are treated as full-timed valued members of society. Inclusion accepts and practices diversity in the assimilation process. Colonization of minority experiences by prevailing and popular culture, thoughts and actions are as much as possible diminished (Ballard, 1997). There were set unique characteristics of integration as against inclusion. Integration involves provision of support to students with special needs in the same mainstream classes where regular and disabled children are educated side-by-side (Farrell, 2010). Inclusion on the other hand poses a major restructuring of schools to inherently educate all students in the communities. Ballard (1997) recommended that physical education teachers and their trainers should establish clear contexts for their work based upon ethos committed to fundamental restructuring and adaptation of existing policies, learning, teaching, and assessment practices. It is important that teachers are adequately prepared to meet the special needs of children. The teachers should be responsive to a diverse range of pupil needs to address inclusive education. In the mid-1990s, the rights of all learners (including young disabled people and those with special educational needs (SEN)) to experience education alongside their age peers in mainstream, rather than segregated, settings has increasingly become a defining feature of government policy in many countries (Farrell, 2010). The Salamanca Statement on inclusive education (United Nations Educational, Scientific and Cultural Organization, 1994), has many governments commit to provide a more inclusive education system based on accepted ideological assumption that all children should have a fundamental right and equal opportunity to experience education in mainstream schools (Barton, 2009). The Salamanca Statement specified the inclusion of all young disabled people and those with special educational needs in mainstream settings. Mainstream schools must accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions (Garner, 2009). Implementation It was suggested that hiring well-prepared teachers with sufficient training or experience with SEN pupils is important for mainstream inclusion (Sachteleben, 2010). These teachers are well-versed on available resources online and use of technologies that aid in addressing SEN pupils. Continuing education for capable mainstream teachers may also be adopted. But most importantly, capable teachers should be properly benefitted to make them stay in the school and in the profession. Teachers may employ various techniques such as shared activities based on texts, images or learning aids, group oral work, and shared reading and communicating using images, ICT and even drama (Department of Education, 2011) Cooperation with family members is also necessary to address the needs of these children. A survey form that will allow participation and expression of family members’ experience provide views understanding about SEN. The educators should ask about their concerns and listen about their feedback in order to identify health, behavior, speech, language, emotional reactions and habits that teachers have missed or misunderstood (Sachteleben, 2010). The family members’ knowledge is valuable to link them to actions as well as resources. The teachers, on the other hand should be familiar with all available help and resources within the community and even online communities. They should strive to be a link between the learner, their families, and the community in general (Sachteleben, 2010). The educators should also establish an evaluation procedure for all students with SEN in order to note progression, best practices that will be shared and encouraged, or challenges that needs to be addressed. Prior to implementation of evaluation examinations, the teachers are advised to take the examination first to determine whether those with handicap will be able to cope, or how they should cope in a fair manner (Sachteleben, 2010). Who are the SEN pupils? The Department of Education (2011) suggested that not all pupils with disabilities may be considered SEN. Those with disabilities may require nothing else aside from their daily aid and may no longer require additional resources for learning. On the other hand, inclusion practices for SEN pupils may require in the education’s mainstream setting specialist equipment as well as approaches such as symbols, information and communication technologies, signing, among others to enable them to read or record their work, alternative or adaptive activities, support and advice from outside specialists not available in the school, and other resources that can be made available upon statement of SEN. As mentioned earlier, additional efforts and capabilities of teachers are required in the mainstream setting. To identify SEN pupils, it is not enough that they work well below expectations for their age group but teachers should also be able to identify those with emotional and behavioral problems or those with communication difficulties (Department of Education, 2011). Poor language skills, low motivation or lack of focus may identify a SEN pupil. The DE (2011) suggested that SEN pupils may be addressed through personalized framework for plan structured lessons using various media, varied activities, brisk pace and clear routines may prove useful to keep up with high expectations. Those with speech and language impairments may work better with their peers through discovery and practice strategies to overcome difficulties. Those with disabilities may also be qualified as SEN pupils. Learning disabilities have been identified on pupils with Attention Deficit Hyperactivity Disorder or ADHD as about 25% have been diagnosed as afflicted (Young, 2007). Dyslexia or difficulties in reading and dysgraphia or difficulties in writing were common. ADHD has been considered a genetic disorder but those who are not genetically-afflicted have inattentive subset. Concentration is detrimental to their learning. Behavioral interventions with medication and home and community support have been seen to be effective. ADHD sets at childhood at symptoms include restlessness, immaturity, and even academic impairment (Young 2011). Inclusion practices in education have impacted positively on children with disabilities and SEN. Link has been established on good health for SEN and children with disability who were undertaking inclusive educational practices (Young, 2011). Conclusion The previous answer for learning problems for children with disabilities and children with special educational needs was considered drastic: segregation. It did not only separated the children from classrooms of those who were considered “normal” or socially acceptable learners, but also provided a wall between the learners and their own communities. This has impacted on their self-perception aside from the discrimination they got from their peers and the community at large. Inclusion has been seen as a better option with a few modification on the part of the educators, classroom setting, students, and the SEN and children with learning disabilities. Social acceptance indeed provided a sense of equality and belonging that reflected well on their self-esteem and participation to the community. Diversity and inclusion worked well as differences on culture, religion, age, gender, color, ethnicity, and most specially manner of social, intellectual, physical inclinations are set aside to encourage understanding and equal participation in the classroom as well as within the community. Reference: Ballard, K. (1997) ‘Researching Disability and Inclusive Education: Participation, Construction and Interpretation’, International Journal of Inclusive Education 1(3): 243–56. Barton L (2009) Disability, physical education and sport: some critical observations and questions. In: Fitzgerald H (ed.) Disability and Youth Sport. London: Routledge, 39–50. Department of Education. (2011). The Key Stage 3 Framework for languages guidance: Inclusion Farrell M (2010). Debating Special Education. London: Routledge. Garner P (2009). Special Educational Needs: The Key Concepts. London: Routledge. Sachteleben, M.K.( 2010). How to Evaluate, Develop, and Implement Innovative Special Education Programs. Bukisa. Jan 10. Accessed May 2011 from http://www.bukisa.com/articles/227657_how-to-evaluate-develop-and-implement-innovative-special-education-programs Young, G. 2007. What we have learned about ADHD. Accessed May 2011 from http://www.edu.uwo.ca/inclusive_education/Knowled6.asp Read More