An Examination of Inclusive Practice for Those With Specific Needs

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1.0 – Introduction The purpose of this report is to investigate, ascertain and explain the issues of inclusive practice within a specific needs provision of a mainstream primary school, whilst examining and applying theoretical issues of social science to specific needs and inclusion, and thus exploring and assessing the methodological issues applicable to the gathering of data and research regarding specific needs and inclusion. Throughout this report, when referring to 'specific needs', the definition should be regarded as any impairment, disability or specific need (including mental health.) 1.1 – Inclusion, Integration, Segregation, Exclusion and Inclusive Practice Ainscow (1995) cited in Frederickson and Cline (2009:71), demonstrates a definition of inclusion: "inclusion implies the introduction of a more radical set of changes through which schools restructure themselves so as to be able to embrace all children" Therefore, to be inclusive, a school must adapt in order to cater for and suit the needs of their pupils. However, inclusion cannot always be achieved effectively. This term is often misconstrued as integration, although it encompasses extremely significant differences. Ainscow (1995) cited in Frederickson and Cline (2009:71), explains integration: "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'." Thus, integration insists that the pupil must adapt their needs in order to suit or fit in with the school. Some needs may be easier to adapt than others; for instance a physical disability cannot be adapted or changed, however a c... ... middle of paper ... ... to them. This is also reflected in goal setting; the child is more likely to persevere and accomplish a goal that they wish to achieve rather than something that a learning support assistant or teacher has decided that they should reach. This will be of more benefit to the child because their goals will be personal and create a sense of independence which so often is taken away because many people doubt their astounding capabilities. Finally, including pupils whom have specific needs as much as possible within regular classes will reduce the likeliness of labelling, stigma and bullying; because their differences will be more accepted due to the association and education of disability. This may eventually reduce the prejudices of disability allowing them to become more active members of society, and perhaps one day disability could become part of the societal 'norm.'
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