Inclusive education can include a number of strategies. Most of the research on this topic focuses on; global movements, laws on inclusive education within and without a given country, resources, deconstruction of special schools, sources of funding for inclusive schools and other ideas that may boost the development of Inclusive education.
There are various global movements that have worked towards the inclusion of the pupils with special educational needs. Schooling of these pupils with special educational needs has changed from neglect previously to integration presently. Global movement is taking part in the African countries, the Asian countries the European countries and also in the South American countries. In the United Kingdom there is a very strong policy framework which is based on the inclusive principles and values together with additional funding. Similarly the movements have allowed the pupils with the special educational disabilities to understand their needs well and this has enabled them learn to live in a world that is full of differences. This movement has a global dimension whereby there is a connection between the various countries globally and this has spurred a commitment by various countries to set their national targets for the pupils with special educational needs. (Norwich, 1994)
Special schools have been in place since the days of old. ...
In the year 2001, there were close to sixty one percent of children with special needs that were placed in mainstream schools this was an increase of five percent from the mid nineties. Besides, there was a seven percent decrease of special schools in the UK. Staff working in these special schools also reduced by close to eleven percent in that same year. However, more still needs to be done as there is still a large portion of the education system that has not included children with special needs in their program.
Laws have also been regulated towards the realization of this agenda. In the UK, there have been a number of laws that have been passed that worked towards implementation of inclusive education. There were acts that were passed in the year 1986, 1993 and 1996. All these acts placed emphasis on the fact that children with special needs should be given the right to attend mainstream schools if their parents allow it and if there is a provision for them in that institution. In the year 1998 and 1997, the Government made publications specifically relating to children with special needs. Here, they addressed plans that would assist in this inclusion program. There were a number of newsletters written by the government concerning inclusive education at that same time. Later on, a special education needs and disability act was passed that reinforced special children's entitlement to mainstream schooling. An exception was provided if the child would cause very serious impairment to education in the classroom or if their parents did not allow it. (The Children Act 2004, 2004)
It has been found that there is a lack of funding towards this form of
Inclusive education can be defined as education that is all encompassing. It does not discriminate whether children have disabilities or not. This kind of education shifts from previous methods of handling children with special needs that put them in separate institutions from other normal children…
The study delves on the means of developing an inclusive special education curriculum in a school in United Kingdom. The focus of the study is the implementation of policies, as supported by effective practices from other countries.
Inclusion has a broad definition with the varying definition applying to the players in the education system. The sole objective of inclusion is to grant each learner an equal opportunity to a transformative education. This will grant all children eligibility in the job market.
This report discusses some of the challenges to implementing inclusive education in China where several attempts have been made since the 1980s and 1990s. Education is the right of every child and educational opportunities should be based on equity rather than privilege. Instituting inclusive education requires a perceptual shift in addition to supportive policies, resources, curriculum and human resource development.
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).
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.
According to the paper the essence of inclusive education can be characterised as a flexible and responsive school system, which takes as its starting point recognition of the diversity of pupils’ needs. This perspective highlights two significant and complementary implications for the development of practice: first, that any attempt to implement inclusive education must embrace the needs of all pupils; but second, that for some of them, there is a risk of exclusion or marginalisation to be redressed.
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.
Citivans were the pioneers of training teachers to take care of children with disabilities in 1952 Cohen, O. (1995:70-78).Educating people with disabilities vary from country to country. The ability of a learner acquiring special education depends on the