At a basic level, inclusion involves the right for every person to be actively involved in all aspects of daily life (Hyde, Carpenter & Conway, 2015). This report discusses the notion of inclusion with regards to the implementation of inclusive practices in the Australian education system. The attitudes of pre-service and classroom teachers towards inclusion vastly influence the extent and types of inclusive practice that are adopted in the classroom. The views of all parents need to be raised in an attempt to reduce any misconceptions that negatively impact the effectiveness of school inclusion policies. The influences that alter the views of the community need to be considered when promoting a school that endorses the right for all children …show more content…
Previously in history, segregation was adopted with a push towards sending children with a disability to a specialized school, where a needs-based approach was enforced (Hyde et al., 2015). From this, a move towards practices of integration began, where the focus was about placing students with a disability in a regular school, in the hopes that they would succeed the mainstream way (Anderson, Klassen & Georgiou, 2007). Since the release of the Salamanca Statement in 1994 (United Nations Educational, Scientific and Cultural Organization, 1994), which began the public movement towards inclusion, there has been a shift towards adopting a rights-based approach to education for all students (Forlin, Loreman, Sharma & Earle, 2009). Inclusive education involves all schools providing for the needs and diversities of all students in their community and promoting the active participation of all learners, regardless of any abilities or disabilities (Foreman & Arthur-Kelly, 2014; Hyde, Carpenter & Conway, 2015). This right for all students to an inclusive education is expressed in the Convention on the Rights of the Child, as well the Convention on the Rights of the Persons with a Disability (Cologon, 2013, …show more content…
Within the study, comments emerged from parents with views that altered from the majority. Some of the reasons given by the 10% who were in favour of special schools included views such as the availability of trained professionals and a focus on needs based programming rather than rights based (Narumanchi & Bhargava, 2011). Parents involved in the study were apprehensive towards an inclusive setup where their concerns were not being met, including concerns specifically regarding their own child’s learning (Narumanchi & Bhargava, 2011). Results of Narumanchi and Bhargava’s (2011) study found similar results to that of Gasteiger-Klicpera’s 2013 study regarding parent’s attitudes and experiences of inclusive education. Overall both studies found mixed views, with a majority of parents supporting the idea of inclusion, with some concerns that were not being communicated to the
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
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.
This essay will be analysing the statement ‘inclusion is a delusion’ by looking into the inclusion systems in place within mainstream schools and special educational schools. This essay will also be looking at research that has been carried out and the current policies that are in place to assist with inclusion, it will also look at the report publishes by Mary Warnock and the impact of the report on inclusion within schools It will then come to a conclusion as to whether or not inclusion within schools is in fact a delusion, using evidence to support the answer.
...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.
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.
If one looks at the word “Inclusion”, its definition states that the word means being a part of something or the feeling of being part of a whole. By looking at this term, one gets a sense about what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
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.
Shocking and demeaning words such as idiot, moron, and retard were once used as actual labels for disabled children in special education. “Prior to 1975, schools were not mandated to educate students with disabilities . . . . [Those with disabilities] were deemed to be uneducable and were barred from entering schools” (“Exceptional Students”).
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
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...
My definition of inclusion is “that equality and equity is the right of every student no matter what the barriers exist to meaningful learning. All barriers require removal to allow access, for all, to the Australian curriculum content irrespective of the structural or economic adjustments that this necessitates. Inclusion does not necessarily provide guaranteed outcomes but is grounded on the concept of equal opportunity for all.”
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.