The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;
It is necessary for schools to consider, that although some pupils face more challenges then others; every child matters. Therefore, by supporting and creating an environment that supports all individuals helps to improve life chances of all students and achieve positive outcomes (Cheminais, 2010). However, Elliot and Lewis (2014) shared not all needs are met at mainstream primary schools which special schools provide for children, as they required access to SENCOs who understand their needs, but attending mainstream schools allowed them to receive an inclusive environment alongside other
The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.
Following the UNCRC (n.d) Article 2 on a children’s right to be free of non-discriminatory acts, ‘Teacher… have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds...’ (Wilson, 2014). This is line with the equal opportunities legislation that encompasses equal consideration of disability, sexual orientation, race, religion and beliefs and gender (Department for Education, 2013b). With the curriculum expectation that requires children to move on to concepts at the same pace (Department for Education, 2013), it is ideal to see how teachers encourage low attainers to access the curriculum and how they perceive such strategies that promote progression.
Although in some circumstances this is not always possible, we can adopt our attitudes and surroundings to include a vast number of disadvantaged students. In a study it has shown that it can have a positive effect on both students with or without special needs, it can help with reading, individualised educational programs (IEPs), improving communication
It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical
We live in a world where we exclude people who are different and that needs to change not only in the workplace, but also school. Students with special needs have always been separated from a regular classroom. By including special needs children, this will help the student not only thrive in academics but also in life by gaining social and technical skills. Students will feel like they are part of a regular classroom and are not excluded because of their disability. By students having a regular learning environment they can start to master particular content and skills. Parents are scared because they have many questions that they don’t feel like are being answered. For example, “are there children going to be getting the attention needed in a general education classroom?” and “are there effective methods for students with disabilities to accommodate to in an inclusive setting?”. These students will not receive the support needed but with inclusion they will have the services needed in a regular classroom. General education teachers will receive the supportive resources in their classroom and will be prepared for having special needs children in their classrooms. If we keep students separated from regular classrooms we are not allowing them to thrive. Special needs students are not pushed to their full potential because they are put into a classroom that clusters all ages and teaches to all students at once. There are many issues that come with inclusion. An issue with
Inclusion of students with special needs in the classroom has been implemented around the world since the nineties. Although no longer a hotly debated issue, the question still remains; is inclusion really working or should we still be concerned? A successful transition into the classroom provides social and educational benefits and sometimes challenges in regards to time, supports and behaviors. Teachers, classmates and the special needs students themselves can bring significant insight to this very important topic.
The commitment of teaching in the field of special education is challenging. The undertaking is prodigious, but when a child with disabilities flourishes under the direction of a special education teacher’s leadership, the outcome is life altering for both. The main goal for a student with special needs is for the student to acquire skills that are vital to achieve placement in a regular education classroom and be able to take part in the class on a daily basis. In order for a strategy of inclusion to be successful, effective collaboration between the parents and teacher is imperative.
In this essay, I am going to address why the inclusion of children with behaviour, emotional and social difficulties (BESD) into mainstream education is so important. I will also outline what provisions and procedures I believe schools should have in place to ensure inclusion is seen as a set of practices rather than a completely unattainable ideal. In 2013 ‘53.0% of pupils with statements of SEN were attending mainstream schools (nursery, primary, secondary, academies, city technology colleges), compared to 53.7% in 2012’) (Ofsted 1-14), and with the increase of pupils classified as having BESD the need for an inclusive provision is essential. There are many different views of what ‘inclusion’ means and what constitutes as an ‘inclusive
Facilitating connections in the classroom is vital not only for classrooms, but the interaction of human beings. Teachers are able to break discriminating barriers and instilling diversity acceptance within students. As a future teacher, I plan to incorporate and execute social acceptance along with understanding. I feel that the barriers of the current society should deteriorate when a student enters the classroom. In light of the recent law IDEA-97, children with disabilities are to be fully included into the general curriculum. Total inclusion of children with disabilities further strengthens social acceptance of children who were discriminated against by the practice of the ‘pull-out’ programs. In the classroom children from different social-classes, diverse cultural/ethnic groups, and children with disabilities should and are entitle to experience an equal
According to the Foundation for People with Learning Disabilities, 89% of children with moderate learning difficulties, 24% of children with severe learning difficulties and 18% of children with profound multiple learning difficulties are educated in mainstream schools. A practice so prevalent must surely be effective. However, that is not always the case. It’s disheartening watching these mainstreamed students struggle socially and academically. Either looked over or coddled by general education teachers, teachers without the proper training, no less, expected to properly instruct these students with intellectual disabilities. The kids that are always expected too much of or doubted indefinitely. These are the children that don’t belong in a general education classroom. While mainstreaming, the act of blending general education and special education classes, can possess benefits for both general education and special education pupils, it should not be implemented in school systems as it creates a more disruptive environment that campaigns for inhibited learning. But that’s only the inauguration to the series of issues present here.
The key concept of a Special School is the desire to treat children as the same in an institution that includes the different. Although SEN is a phenomenon that involves a wide range of obstacles for learning, there are institutions that effectively answer specific needs both for their trained teaching staff and the common set of goals. Children need an environment in which they can be supported by their teachers and peers. They need to feel belonging and believe that they are valued is fundamental for both successful learning and for more general well-being. As for some children participation is inaccessible in mainstream classes. Despite the fact that the aim is to pursue inclusion in society, it may not be the ideal for school. As inclusion should rather mean being engaged in a common venture over being in the same geographical place. (Warnock, 2005)
Inclusive education is where children with disabilities receive special education services in the general education setting. Many factors can make inclusion difficult or complex. Accommodating instruction to meet the educational needs of all students is one of the most fundamental problems in education. Many argue that inclusive practices benefit all students. While others argue that inclusive education is inadequately designed to meet the needs of exceptional students. Benefits of inclusive education have long been debated. This paper will review the issues of inclusive education.
When the Department of Education defined inclusivity in 1999, the intention was that ‘all pupils have the chance to succeed, whatever their individual needs and the potential barriers to learning might be’. Since the 2002 revised Code of Practise on SEN, inclusion in all UK schools has been legally enforced. Inclusivity in schools ensures equal access to education for all children with special educational needs. It is a multifaceted concept that encompasses all areas of SEN, an umbrella term for the disabilities that require extra assistance in educational settings, with the aim of eliminating discrimination and enabling every child to reach their potential and not be characterised by their condition. As a result of this new framework, disabled children are able to attend their nearest mainstream school with the expectation of necessary provisions and resources to be available. This discourse will focus on children with hearing impairments and reflections will be based on observations from my time spent at School X. In the SEND policy, the school in question asserts that all of the teaching is ‘designed to make sure that all pupils, regardless of ability, make the maximum progress during their time with us’, seemingly adhering to the inclusion section of the Code of Practise. In particular, the school is distinguished for its Centre for the Deaf, with the 2013 Ofsted report stating that ‘the integration of [deaf] pupils into the school is a shining example of inclusion’