This IE Program for Special Education Needs (SEN) is one of effort for student in mainstream education and ensure the rights for all children are equal without any discrimination in the mainstream education system. This inclusive education (IE) also introduce together with provision for children with learning difficulties. This is because, Special Education Department (2012) mentioned IE is the basic in the realization of the Education for All (EFA) where have various abilities, have an equal right of access the quality education in all school, share and collaborate with many of expert educational in order to provide services for special need education as outline in International Declaration which are Salamanca Statement (1994), Dakar World
Reverse integration is a program that includes typically developing learners in a self-contained special education class (Perles,2012). It is a program also known as reverse inclusion was designed to foster positive support and interaction among typically-abled and disabled learners. Typically, this practice are being used to pre-school and kindergarten age in order to develop positive social culture among learners. Furthermore, the reverse integration is a program of interaction targeting academic and social goals for each learner (Baker,2015). The social and academic benefits of inclusion of students with disabilities in regular classes have been well documented (Drasgow&Stoxen,2003).
“A good education system gives students the freedom to recognize their capabilities and individual potentials” (Markovic & Markovic, 2012). Giving students the confidence to explore their abilities and specify how they learn creates capable students who feel empowered as they have now identified the best way for them to acquire knowledge. The best way to ensure that you’ve assessed the students for their skills and abilities is to use Howard Gardner’s Multiple Intelligences, “It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults ” (Armstrong, n.d.).
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
Inclusive education can teach the normal students to become more sensitive and empathetic towards those who are different from them. They also will learn tolerance and develop some social skills such as leadership, interpersonal as well as communication skills. According to Salend (2011), inclusion assists the students with no disabilities to realize individual differences and needs, as well as start to understand and accept disability in real life. Thus, children of all ages, regardless of their differences should learn and being raised in an environment that represents the real environment that they will ultimately work in (Etscheld, 2004). Other than that, inclusive classroom will familiarize the students with no disabilities with their peers who have disabilities which in turn will help them to eliminate the fear and uneasiness that they often experience whenever they stay close to their disabled peers.
According to ministry of education, special education department, they establish the goals to provide better educational system, which are, the first goal is to provide equal opportunity for education to student with disability in the public and private schools. A second goal is that; provide appropriate services to the students with disabilities and special gifts and talents in all educational institutions in the public and private schools that meet their needs and enhance their abilities. The third goal is that; provide a quality-learning environment to meet the needs of as many students with special needs in public and private schools as possible. Therefore, government school should be obliged to meet the needs of physically disabled students. And the first reason is people who have higher physical disability are recognized as challenged people because they force complex situations and having an experience and knowledge about their communication with other people.
Broadly, these can be divided into social arguments and educational arguments. The first social argument is the moral idea that all children have an equal right to education and therefore children with special needs have an equal right as all other children to study together with their peers in the same educational system (Avramidis, 2000). Moreover, children with special needs have the right to participate in programs and activities of daily life available to other children (Bailey, 1998). As Gary Thomas argues in his article “Inclusive schools for an Inclusive Society”, regular schools are responsible for all children due to the moral foundations of justice and the right for equal opportunities for all children. He concludes that integration is inevitable and administrators should plan for it rather than fighting against it (Tomas, 1997).
There are cons as well as pros that tie into developmental centers and why they’re useful but the central idea of a developmental center is nothing but to help deepen children’s knowledge. Quality child development centers should be available for all children in order to improve a child’s educational success and provide a strong network of resources for
Inclusion. “Inclusion is a term which expresses a commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students).” (Special Education Inclusion, 2014). Anyone involved in the school system has heard the word “inclusion.” Educators continue to determine the best practices to include students with disabilities alongside their general education peers. The legal history involving inclusion goes back to over a decade ago where students were segregated into educational and residential institutions.
Question 1 Introduction In the writer own view, Inclusive education is the notion that the education system should and must be design to be access by all people and this include people who ordinarily might not have access to education such as people with disabilities and the malnourished people. In other words Inclusive education ensure that a country education system is inclusive, sensitive and responsive to the needs of all children The UNESCO, (2009) define Inclusive education process of addressing and responding to the diverse needs of all children and the youth, through increasing participation in learning, cultures and communities, and reducing and eliminating exclusion within and from education. It involves changes and modifications