Inclusion versus Segregation - Essay Example

Inclusion versus Segregation Inclusion versus Segregation Introduction Inclusion in the education system is not a new concept. For some years, it has formed the core of the discussion, especially in many genera schools. There is the emphasis on adopting inclusion of students with different kinds of disabilities. Inclusion means that all the students irrespective of their learning potential undertake the same courses and undergo a similar school system. There have been numerous controversies, especially with the critics of inclusion highlighting that, students with learning, behavioral, physical, and emotional disabilities deserve special courses. The concept of inclusion emerged after studies revealed that segregation of students with different forms of disabilities presented adverse effects such as loneliness. Moreover, many of the students placed in the special schools or undertaking special courses experienced a form of condemnation (Mazur, 2006). There is evidence that inclusion can present an opportunity for students with disabilities to present an improvement in learning, behavioral patterns, as well as gain emotional stability. This paper will focus on the inclusion of students with behavioral disorders or social skill deficits. The paper will focus on observational learning as a critical aspect in helping students with behavioral disorders or social skill deficit. Observational Learning and Inclusion The concept of observational learning also denoted as social learning takes place through observation, retaining of the observed behaviors, and future replication of behavioral patterns exhibited by others in the society. Observational learning has its basis on the social learning theory whereby individual identify models, observe them, and later replicate the behavior of the models. There are four critical conditions of observational learning. The individual must exhibit a tension to the behavior of the model. Retention of details observed from the model is of great significance and is the second condition, which determines the success of observational learning. Thirdly, motor reproduction must take place as well (Mazur, 2006). The fourth condition is the motivation and opportunity for the individual to replicate the learned behavior. Studies reveal that observational learning can prove successful in teaching individual’s new behaviors and placing emphasis on certain preferred behaviors. Inclusion of students with behavioral disorders or social skill deficit can present benefits to them. Notably, behavioral disorders represent either the excess of a certain behavior or its deficit. Individuals with behavioral excesses lack the capacity to control their behavioral patterns and may prove to be aggressive and defiant. On the other hand, some individuals may exhibit too much control of their social behavior resulting to behavioral deficits. Students with social skill deficit exhibit traits such as shyness, depression, emotional as well as personality disorders. Inclusion of students with these disorders in a mainstream class can help them overcome their disorders through observational learning. This is possible because a mainstream class comprising of students with different potentials presents an exemplary socialized environment. Therefore, this may prompt student with behavioral disorders to learn normal behavioral patterns from their peers. Notably, students with social skill deficits can benefit immensely from observational learning as they witness the interactive process of other students on a daily basis. This can motivate them to overcome shyness, begin forming attachments with peers, and even form friendships. Students with social skill deficit, lack the capacity to initiate and sustain social relationships (Myers, 2013). Moreover, they may have difficulties in interpreting social cues appropriately. Some studies have presented evidence that inclusion of such students into the mainstream classes presents positive effects on their peer relationships. Moreover, such students often develop a positive self-concept when they interact with other students. They may form an increased number of friendships and a registered level of social alienation becomes evident if they spent remarkable time in a mainstream classroom. Disadvantages of Inclusion However, despite the numerous benefits of inclusion of students with behavioral disorders or social skill deficits, there is evidence that certain disadvantages of inclusion may emerge. Evidently, inclusion of students with behavioral disorders compels teachers to pay more attention to their behavioral management as well as their learning progress. This means that teachers need more time if they are to prove effective in handling a mainstream class that includes students with disabilities. Inclusion may mean that teachers will pay more attention to the behavior of students with social skill deficits. This aspect may make other students feel that the teacher has shifted attention to the students with special needs. It is a hard task for a teacher to strike a balance in giving attention to all the students despite their diverse needs. Since the students in question have behavioral disorders, they may pose a risk for typical developing students to adopt some of their behaviors (Myers, 2013). Usually, students with such disorder may cause havoc within the class system, disrupting the effective learning of typically developing students. Normal students may find it a difficult task to develop the right attitudes towards their classmates with social skill deficits. Reasons for Supporting Inclusion In my opinion, inclusion ensures that each child gets the opportunity of accessing education alongside other members of the society. The fact that every child deserves an equal educational opportunity makes me support the inclusion of students with different forms of disability. In my opinion, the inclusion can help such students perceive themselves as equal members of the society and discover their outstanding strengths. It is the role of schools to ensure that they have the required resources for inclusion and that the teachers hired have received effective training on handling students with disabilities. With the right attitudes and expertise, teachers can help both normal students and those with different forms of disabilities to register academic success. It is wrong to segregate students with special needs because this promotes stigmatization (Porter, 2007). Allowing all the students to learn together promotes diversity and helps the normal students appreciate their counterparts who have disabilities. The challenges posed by inclusion are not beyond control. This means that with proper strategies, inclusion can prove successful. Conclusion Evidently, students with behavioral disorders of social skill deficits exhibit certain social needs not common in typically developing students. However, these students can benefit from inclusion because they can view their peers as models and register behavioral improvement through observational learning. Every student deserves an opportunity to quality education, and inclusion promotes this right for the students. There are numerous benefits of adopting inclusion in schools. However, there are certain challenges that still need urgent addressing if inclusion is to prove more successful in the future. References Mazur, J. (2006). Learning and behavior. New Jersey: Pearson Education. Myers, H. N. F. (2013). Social skills deficits in students with disabilities: Successful strategies from the disability field. Porter, L. (2007). Behaviour in schools 2e. Maidenhead: Open University Press. Read More