The issue of mainstream schools and special need schools was interesting area of understanding when working at special education schools. It is an interesting topic of debate when understandings the reasons for and against segregating students with special needs from those students without. This issue has been highlighted in many papers, specifically the research by Avramidis et. al. (2000, pp277-279) who highlights perspectives from teachers from the UK, USA and Australia about the integration of students with special needs into ‘ordinary schools’. Through this studies reasons for and against the integration are highlighted, reflecting the ideas and experiences seen within the work experience done at a special educational needs schools.
The idea of inclusion was analysed through this paper, focusing on the idea of “restructuring mainstream schooling” (Avramidis et.al., 2000, p278) in order to accommodate any child with a disability. This idea saw both positive and negative responses from teachers in the selected countries, with elements from both sides of the argument highlighting the reasons why both styles of schooling have remained separate.
Issues of class size and resources also highlighted the problems within the potential ability of integration. This idea was highlighted through the experience at the special needs school, with many extra resources used in the classroom to help educate the students. These resources made up most the classroom space, with the ‘hands-on’ approach a fundamental element of their educational processes. This would sometimes affect the learning process of other students, with the different needs making it difficult to incorporate an inclusive class that would benefit all students’ education. Conc...
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...d through the paper, showing that its main decision teachers and the students and whether or not an inclusive schooling system would benefit all students or create bigger issues.
Works Cited
Pakula, K. (2011, July 2). Should children with special needs be taught in a mainstream class? Sydney Morning Herald from http://www.smh.com.au/federal-politics/society-and-culture/should-children- with-special-needs-be-taught-in-a-mainstream-class-20110701-1gv3a.html.
Avramidis, E., Bayliss, P. & Burden, R. (2000) Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education 19, 277-293.
Goncalves, T. (2014). Personal and social factors influencing students’ attitudes towards peers with special needs. International Conference on Education and Educational Psychology 112, 949-955.
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
?Explains inclusion and the testing aspects and how they determine if the students are hurting or benefiting all parts their schooling environment?
...e centre for studies on inclusive education (CSIE) that is an independent centre committed to promoting and encouraging full inclusion of students with SEN, and campaigns for the closure of special schools, believing special schools creates a barrier to a more inclusive society (Hall, 2002 and CSIE, 2014). however, many argue that full inclusion may not always benefit a child with SEN, Farrell (2009) states that the view that inclusion should be the primary aim of a school is flawed. Schools aim should be to educated children not include them. In agreement with this point Warnock (2005) argued that inclusive education needs to be rethought as the current process of inclusion is not working. Warnock also stated there was still a need for special education to be provide to children with SEN who could not have their educational needs met in a mainstream environment.
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
Every child has the right to receive an education in a welcoming and inclusive environment where they are given the opportunity to grow emotionally, physically, socially, and intellectually regardless of their differences. I believe education is the foundation a child needs to grow and learn, and inclusion is a key ingredient in the makeup of the learning environment. Without the implementation of inclusion, students are deprived of the opportunity to learn acceptance, respect, and growth from their interaction with a variety of people with differing skills and perspectives.
There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been passed that mandate changes in special education and the treatment that children, and parents receive, it also changes how the children are being taught, and how the teachers are to also change and conform to this idea called inclusion. Inclusion in the school system simply is stating that children who have learning disabilities, and more severe disabilities are to be included in the general education environment for as long as possible daily. There has been several different names other than inclusion that have been used, but in present times and since the 1990’s inclusion has been the most common term used. “The change in terminology was pushed in part by the philosophy that inclusion would mean more than only physical placement of children with disabilities in the same classroom, but rather it conveyed that children with disabilities would become a part of larger social, community, and societal systems” (Odom, Buysse, & Soukakou, 2011, para. 3). There has not been just one major law that was passed...
Inclusion is a basic human right for all students and differences are what make us unique. These differences should be embraced, not shunned. A student with extra educational needs may very well be capable of great things, but only if we, the educators, allow them the chance to be. Inclusion is the way forward
Many agree that inclusion can be a positive experience for special education students, general education students and educators. Inclusive classrooms provide a diverse, stimulating environment for special education students. Vaughn and Klingner, 1995 found that special education students believe that inclusive classrooms provide them with more of an opportunity to make friends (Turnbull et al., 2004, p.70). Special education students who are included in regular education classrooms become part of a much larger learning community and they are able develop more of a positive self view.
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
Special education has undergone immense changes through the years. Research and studies on the debate of whether or not inclusion is appropriate for special education students is just beginning to cultivate. The question has always been, what is best for these students? Schools and teachers are becoming leaders in the exploration of new paths, in search of new teaching styles and techniques. Mainstreaming or inclusion at the middle school and high school level, which is educating students with special needs in regular classes with their non-disabled peers, has proven to be beneficial for the special education students cognitive and social developmental needs. It can not only benefit the handicapped student but all students in the classroom.
Research suggests that the integration and inclusion of students with special educational needs can be beneficial to not only the student, but also to the parents, teachers and peers of the student (Stainback, Stainback & Jackson, 1992). It is also suggested that integration and inclusion is also beneficial to students in areas of learning other than academic, including that of emotional and social development.
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.