Essay Proposal Traditionally children with disabilities would have been segregated in special

900 WordsApr 23, 20194 Pages
Essay Proposal Traditionally children with disabilities would have been segregated in special schools, classes or institutions depending on the severity of their disability. These schools would be tailored to disabled people’s needs and would have staff employed to education these children at their own pace. There was seen to be many benefits to having segregated schools both for economic reasons but it was believed that it would have a positive effect on both disabled and non-disabled students. One of the economic advantages is that specialist equipment can be brought into one ‘special school’ and specialist teachers like speech therapists and physiotherapists can be used under one roof instead of little equipment in lots of mainstream…show more content…
One of the seen benefits of mainstreaming is that it eliminates discrimination between disabled and non-disabled students as they are being able to develop together in the same class with children the same age. UNESCO, 1994 states that “the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.” And this will be done by having inclusive schools were disabled and non-disabled students learn together. With this in mind, this essay will focus on how mainstreaming within schools and will answer the following research question: How does mainstreaming in schools have an effect on the experience of disabled students in Physical Education? To do this there will be background research into how special educational needs co-ordinators (SENCO’S) distribution of information and support to PE teachers may have an effect on how they plan and deliver inclusive lessons; and whether or not this how an impact on the experience of the disabled children within the lessons. SENCO’s is an educational specialist who is in charge of liaising with teachers, parents, senior management and external agencies for the inclusion of pupils with SEN. They are also in charge of organising appropriate training for teachers and arranging for LSA’S (learning support assistants) to support pupils with SEN
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