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inclusion of special education and impacts on students learning
special education and inclusive education
special education and inclusive education
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It is noticeable that in the UK for parents who have children with “Special Educational Needs” have been made nearly all necessary conditions that pupils need to. For instance, parents may apply for their children on the Government website which conducts to the UK’s citizenship many services including “Special Educational Needs”. People whose children have disability might choose any school in turns schools must publish information on their website regarding Government’s rules of teaching special educational needs children. Turning now to the question of database which shows that in England amount of the children with special educational needs lessened from 1.62 million pupils in 2011-2012 and 1.55 million in 2012-2013, though the number of learners with statements of special educational needs increased slightly from 226.125 pupils in 2011-2012 to 229.390 pupils in 2012-2013 the database relating to the Government’s website. It means, each of fifth pupils in England are said to have special educational needs (21%). As an example British Broadcasting Company (BBC) observes “the greater classes are "decelerate learning difficulty" (24.2%), societal difficulties and behavioural, emotive (22.7%) and language, speech and relations needs (16.3%). A less ratio of pupils have physical disabilities (3.8%), visual or hearing impairments (3.4%), and autism spectrum (8.1%). Furthermore, children from any segments of society can have special educational needs, but indeed it is commonly among some section of the society. For example, at secondary school, girls are three times less likely to have a statement than boys. Chinese children are most likely not to have special educational needs, while Black children are the greatest likely. Learners with special educational needs are mostly to be appropriate for free school meals than those without them. All state schools are under the control of UK’s law to guarantee that special help is provided for children with special educational needs. It is correctly to mention that there is a program called “school action” under which more than half of pupils with special educational needs are listed. If other support is needed, the child is listed as "school action plus", which may involve the school bringing in specialist help from outside”.
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
UK Centre for Legal Education (UKCLE). (2010). SENDA: Special Education Needs and Disability Act 2001 [Online]. York: The Higher Education Academy. [Accessed: 17/11/13]. [Available: http://ww.ukcle.ac.uk/resources/directions/previous/issue4/senda/].
All three countries acknowledge the need for inclusion and have laws and regulations in place in order to ensure that disabled students receive an equal education. In Italy, in 1977, Italian National Law 517 outlined specific guidelines for including students with disabilities in general education classrooms (Gabel & Danforth, 2008, p. 42). In the United States, the Education of All Handicapped Children Act of 1975 stipulated that eligibility for services and placement would be made on the basis of the clinical evaluation of the disabled student (Powell, 2012, p. 42). In New Zealand, children in compulsory education in New Zealand have their rights to inclusion protected by the Education Act (1989), which gives children the right to be educated in their neighborhood school, and this right is further protected under the Human Rights Act (1993) (Powell, 2012, p.
The treatment of individuals with disabilities has changed dramatically since the 1800’s. Reynolds 1988, describes, Progressive inclusion, the evolution of services provided to those with various disabilities. In the early 1800’s residential institutions, or asylums were seem as common place accommodations for individuals with hearing, visual, mental or emotional impairments. Institutions remained the primary educational support until a century later in the early 1900’s. The parents of students with disabilities brought upon a legislation change. During the 1950’s and 1960’s, these parents pressured courts and legislatures to introduce a change in educational services. Reynolds (1988), discussed the birth of The Education for All Handicapped Children Act of 1975. This act mandated that all children, regardless of disability, had the right to a free, appropriate education in the least restrictive environment. As a result, resource and self-contained classrooms expanded in public schools. In 1991 the Individuals with Disabilities Act was inducted. As a result professionals in the field of special education are giving more consideration to placing students in the least restrictive environment.
All children with disability have the right to access education under the R.A 7277 an act that was also known as “Magna Carta for Disable Person”. Establishing an Inclusive education ensures the development of the child in an normal classroom to be progressive. Most common special
The US Census Bureau sets an income threshold (Enwefa, Enwefa, & Jennings, 2006), if the income a family or individual brings in does not meet that threshold that individual or family is seen as being in poverty (Engle & Black, 2008). As many people know living below that threshold and being in poverty comes with many added struggles besides the obvious struggle, lack of income. Along with poverty comes chronic stress for the family as well as children (Engle & Black, 2008), health risks, health care that is seen as being inadequate (Enwefa, Enwefa, & Jennings, 2006). This paper will look at how poverty affects children and his or her functioning in school. As well as a look at other possible factors, such as the educational system, that could contribute to an influx of students being served through special education.
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
Previous government legislation in the UK supported the medical model approach in regards to education of children with special educational needs (SEN). Children with SEN were seen as handicapped and placed in segregated educational provisions under the direction of medical professionals (Huge and Copper, 2007). However, with the introduction of the social model government legislations in regards to education began to change. Legislations and polices such as the Warnock Report (1978), The 1981, 1993 and 1996 Educational Acts and the 1997 Green Paper Excellence for all Children, all pushed for a more inclusive educational system. In the last 15 years further legislations have been put in place to strengthen the educational rights of children with SEN.
The number of children with special educational needs and disability (SEND) in England is over 1.2 million with over 230,000 having statements or education, health and care plans, a number which has continued to rise over the years (Department for education, 2016). Described by the department for education (2014, p.7) as “Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn…”. Within this assignment I intend to outline the provision made for a SEN child in my attachment, which will be referred to as Child A.
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
The EPSEN Act (2004) defines inclusion as the intention to provide people with special educational needs the same right to avail of, and benefit from, appropriate education as do their peers who do not have such needs. The idea of inclusion is far from new but is still struggling to find its feet in the Irish education system. It can be said however, with confidence that the segregation of normal students from special students is being wiped out, with there being a decline in special schools since the early 1990s (Pijl, Meijer, Hegarty 1997).
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and