Controversies Regarding Children With Disabilities In Schools

Summary

Disabilities leave people out from participation in the society, getting employment, attending schools and making a home and family. Disabilities involve hearing, visual, impairment of hands and legs, and intellectual. There has been a debate and controversies regarding children with disabilities on inclusive education. Inclusive education has significant allegations on special education policies. Warnock, Norwich, and Terzi (2010) claim in their pamphlet, that inclusion has resulted in many kids being physically included but most importantly emotionally excluded from common projects of learning. They said that inclusion has to be reconsidered and ought to entail the possibility of children going to special schools. They add that students

In addition they says that inclusive education does not have to mean that students be under the same roof as others instead be in a common enterprise of learning. Warnock, Norwich, and Terzi (2010) said that in these inclusive schools, some students with disabilities are not even included at all and do not get the best teaching. They conclude by saying that inclusion is not working and a commission is needed into the entire area of provision of special education needs. The authors addressed the continued need for special schools for students with special needs. However, Cigman (2006) published a book in response to Warnock’s comments about inclusion. She argues that inclusion of students shows a greater improvement in academic attainment. She distinguishes those who believe in inclusion for special needs as soft and hard inclusivity. Cigman (2006) supports inclusions and says that it fosters in the non-disabled an appreciation of disability as a normal incident of nature. These two resources have different views on inclusion. Cigman says that inclusion helps the disabled feel appreciated in the society; she believes in full inclusive education while Warnock, Norwich, and Terzi strongly argued that full inclusion damages both children with special needs and the whole special education

Over the last decade, there have too many policy failures and negative consequences. The reason is that inclusion is only one of the competing values, which might be accepted and supported willingly (Cigman, 2006). The Royal National Institute of Blind people policy position on special education especially visual impairment states students ought to have access to high quality education. Long ago, the success or failure of children living with disabilities did not count (Beiberg, & West, 2013). In the UK the development of policy towards inclusion recognizes that majority of students living with disabilities be in mainstream schools. The national policy also encourages local authorities and schools to move towards inclusive direction. These policies have been successful in promoting inclusive