Inclusion Is Not Just A Humane Act

Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: “Education and educational provision is shared by both normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs.”[1] This means that the aim of inclusive practice is to create a neutral learning environment. It should be noted that that every learner will have different needs and

Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of 'integration' and 'mainstreaming', which tended to be concerned principally with disability and 'special educational needs' and implied learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about

Inclusion is one of the very controversial topics concerning the education of students in today's society. It is the effort to put children with disabilities into the general education classes. The main purpose is to ensure that every child receives the best education possible by placing them in the best learning environment possible. Inclusion is a very beneficial idea, supported by law that promotes a well-rounded education while also teaching acceptance of others.

Inclusion in practice: an evaluation of a strategy or resource used to promote the inclusion of learners with special educational needs. Recent government policies (The SEND code of practice 2014 and the Equality Act 2010) have shown that there is a greater focus on supporting children with special educational needs (SEN) to access a mainstream education and to enable them to have the best provision to enhance their learning and development “The rise of inclusion has been boosted by its documented benefits whereby students with special needs in inclusive classrooms are better able to learn, make more progress in academic skills, and develop adaptive behaviour when compared with students educated in special schools” (Dessemontet et al, 2012,

Social inclusion is understood as a process by which efforts are made to ensure equal opportunities for all, regardless of their background, so that they can achieve their full potential in life. It is a multi-dimensional process aimed at creating conditions which enable full and active participation of every member of the society in all aspects of life, including civic, social, economic, and political activities, as well as participation in decision making processes. Social inclusion is understood as the process by which societies combat poverty and social exclusion. One of many goals of special education is to give students with disabilities the opportunity to participate in the least restrictive environment so that they receive as much education as possible with non-disabled students. There are many strategies and models school systems are using to ensure special education students are participating within the mainstream classroom setting; however, the inclusion model seems to prove to be the most beneficial in the areas of academic achievement and social interaction. The inclusion model centers on educating students with disabilities in the general education setting along with their non-disabled peers. Most general education teachers do have concerns about teaching students with learning

In this paper I am going to be talking about the pros and cons of inclusion for Special Education children. By definition, Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. Special Education is a topic that is important, even though people may not realize how important it is for the fact that they don’t understand what goes into Special Education for children in schools. “Negative beliefs many people have about individuals with disabilities may often be based on fear, misconceptions, and lack of knowledge” (Wright, 1998). There are many children who have Special Education in schools and I feel that inclusion is something that parents think about for their children, weather it is positive or negative thoughts. There is an issue weather inclusion is best for children or if it is hindering the child’s academic performance. I am going to explore if inclusion is better for children with disabilities or if inclusion is not beneficial for children with disabilities. In my opinion, all educators should have the knowledge they need when it comes to knowing what is best for these children and what will truly benefit them throughout there life’s. when it comes to Special Education, there are parents with disabled children as well as non-disabled children, who have so multiple opinions about inclusion. By the end of this essay, I want to know what sincerely is beneficial for Special Educational children.

Inclusion in general education could be useful, helpful, and positive for both children with disabilities and their typical peers. For example Patrick O’ Hearn School is an inclusive school where one third of the students have some kind of disabilities, like Autism, Cerebral palsy, and Down syndrome. The philosophy of this school is to create an atmosphere of inclusion, adapt the instructions, and work together. The administration, teachers, and parents work together to build a place where all students can come with confidence and get the love and support along with the education. Teach together the children with special needs and everyone else can construct confidence in disable children, for instance if you live with lions you will be a lion.

Apart from changeable and inconsistent policies of inclusive education, the interpretation of the concept “inclusion” may affect the current direction of inclusive practices. According to a report from the National Council on Intellectual Disability (NCID) (Australia) submitted to the Office of the United Nations High Commissioner for Human Rights, the old paradigm of exclusion hidden by the inclusive practices and misinterpretation of inclusive principles promoted by the UN convention have set up barriers to prevent the achievement of Australian inclusive education (NCID,

Inclusion is linked with attitudes of individuals with and without disabilities. It is seen as a relationship that requires the effort of everyone involved. The Position Statement on inclusion posted by the government is as follows: 1. All students, including those with disabilities, should start in regular education. It then becomes the school’s responsibility to justify why a particular student should be removed from regular education. 2. Most unique learning and physical needs can be met within regular education. 3. Many students with disabilities need support services to be successful in regular education. Exact support should be written in the IEP. 4. Many regular education teachers need support, and every effort should be made to provide supports like team teaching with a resource or other specialist, formal training, and regular consultation. 5. Regular education might not be appropriate placement. If this seems to be the case, the nature and amount of support the student and teacher are receiving should be reviewed and modified. 6. If regular education placement

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.

The word inclusive is something that will be heard in education. Especially, as it relates to students in the classroom. An inclusive classroom is one in which students with or without disabilities learn together. There are certain classrooms where only students with disabilities are together to learn and that is not what inclusive is looking for. The purpose of this writing piece is to make one more familiar with the rights of inclusion as it relates to students with special needs, the program and plan for helping these types of students, and ways the classroom can better help these types of students.

One of the most current trends of education, in the American Public School, is the move toward full inclusion of students with disabilities. There has been a rapid rise in the number of students with disabilities who are spending their school day in a general education classroom under the guise of full inclusion. The practice of inclusion came about as a “natural outgrowth of the Mainstreaming movement,” during the 1960 's (Fruchter). Inclusion is based on the “rights of the students and the social benefits” that they receive from being in a general education classroom (Fruchter). There are many who see this as a solution to the problem of how to best educate children with disabilities.

One of the most important factors in a well, social functioning child with a disability is education. Proper education will offer a child the opportunity to be successful on a higher level than a child without an education. When a child enters the school system they are entering in an environment that is unfamiliar and challenging. Children with physical disabilities and lack of full cognitive reasoning, sense their differences around other children. According to Welsh, Parke, Widaman, & O’Neil, 2001; “Social ability can have a significant impact on a child’s academic success in the classroom”.

My view of inclusion has become stronger since the beginning of this course. This course has helped me put into words, what I have been feeling for quite a while. The idea and the concept of inclusion was identified and defined. It has helped me realize that inclusion is a lifestyle that must be chosen by advocates of individuals with disabilities. Inclusion is not a privilege, but a right, to all individuals with disabilities. That right is not just in the classroom, but in society as well.