It therefore seems vital that a return is made to a focus on the work that teachers actually ‘do’ in classrooms (Farrell, 2003, p. ix). This is generally the crux of the movement towards the inclusive education for Special Educational Needs (SEN) (Farrell, 2003, p. ix). The paper focuses on different strengths and weaknesses of some of the inclusion and the integration policies (although there are many) adapted and implemented for the support of the children with special educational needs. Legal dimension of Special Educational Needs The children with special difficulties and needs find it harder and take much more time to adapt learning process as compared to most of the children of their same age. These children need extra effort and special treatment for their all-round development. In the legal perspective it is stated that “the children do not have learning difficulties just because their first language is not English. Some of these children may have learning difficulties as well” (Special Educational Needs (SEN), n.d.). The children special educational involves extra aid because of several reasons and several areas. The areas where the children need to be given special attentions are: “in thinking and understanding, physical or sensory difficulties emotional and behavioral difficulties with speech and language how they relate to and behave with other people” (Special Educational Needs (SEN), n.d.). Every child requires SEN at some or the other time in their education. For these reasons the schools and the organizations are the best institutions that can help the children in overcoming their difficulties easily. The basic principles for the education of the children with SEN will be required to satisfy the following criteria as: all children with SEN will have their needs met, the SEN of the children are to be normally met in conventional early education surroundings or schools, parents views should be considered and the wishes of the children should be listened to. Children with SEN ought to receive a wide, “well balanced and relevant education, including the foundation stage curriculum (for children aged three to five) or the national curriculum (for children aged 5 to 16)” (Special Educational Needs (SEN), n.d.). Inclusion policies for Special Educational Need Inclusion can be thought of a human right issue which seeks to neutralize the social exclusion and promote and implement the improvement of social cohesion. Among these one of the aspects is the educational inclusion in the society which targets at eliminating the barriers to learning and participation (Special Educational Needs and Inclusion Policy, n.d.). The agenda of educational inclusion is to respect all the students in not only to the academic curriculum but with respect to all aspects of school life including parent caring evenings, break times, school events and after school events. Exclusionary inclusion It is a general fact that studies have revealed that the disabled children are still highly excluded, marginalized in more inclusive schools. Dominant versions of educational inclusion are very often limited down “to a separatist resolution” which provides compensatory and remedial models of support. The focus is mainly highlighted on the processes of the students to overcome the
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Strengths and weaknesses of key Inclusion and Integration policies implemented to support children with Special Education Needs In the past decade, various studies have been carried on the organization and management of approaches which are included especially for taking care of the difficulties and disabilities of the children in the educational institutions…
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7 pages (1750 words)Essay
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