Children with mental retardation, behavioural or emotional problems and children with visual, hearing or physical and other health impairments can be categorised as children with Special Education Needs. That being said, Special Education can be described as the education of children who have social differences in a mental and a physical perspective from the average person, in a manner that they usually need amendments in the usual educational tasks of schools. Historically, people with disabilities have not being treated nicely. Before 18th century, people’s lives were filled with superstition and fatalism. Some of the most known cases of discrimination they were involved is exile, isolation, exorcisms, tortures.
Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches. The data for this thesis paper will be obtained from research online, from
As I was viewing these observations the all have some excellent point of views about inclusion classrooms. The lack of planning time for the teachers was one of the concerns. When you have a large size classroom with children who have a disability and regular classroom students it will be hard for the teachers to come up with lesson plans to cooperate the two. Another observation was stating that the inclusion classroom works better when the general education teacher would be open to any new ideas and techniques used for differentiation that are given by the special education teacher. Meaning that the special education teacher would be able to design lessons based on the learning styles of those who have a disability.
It is most definitely better than making the choice for them. Inclusion can help disabled kids grow mentally and physically. One test showed that inclusion helped a boy with severe down syndrome improve his academics, despite having an I.Q. of 50 (crf-usa). There have been, however, many reports saying that disabled kids will interrupt the classroom, making learning hard for the other kids.
In the context of this study, inclusive education is taken to refer to the participation of all primary school pupils in a general curriculum. The researcher is aware that inclusive education goes beyond special needs children but this study does not include such other categories of children as those with legal confinement, ethnic minorities and those with social stigmas. One of the arguments in favour of inclusive education is the realization that every individual is unique, hence the focus must be on the individual and not on the subjects. According to Deiner (1999), if all children are part of regular settings and all children participate in the general curriculum, then all educators need to know sufficient techniques to care for and educate all children. (Unachukwu, Ozoji & Ifelunni, 2008).
For students with special needs, these worries become even more prominent for the pupils and their parents. Not only do they have to worry about the stressors that typical students face, but they also have fears about accessing support and resources in order for them to succeed. In order for students to feel comfortable
Through joint effort and in collaboration with various departments, effective implementation of integrated education and proper intervention program is required. This study therefore, was conceived to help special education teachers in handling special education class to the improvement of the whole special education program.In the face of the burgeoning problems, special education teachers encounter, this paper attempted to find out if the special education teachers are qualified and prepared in handling special education class. Their job is primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, modifying the general education curriculum to meet the child's individual needs and providing required instructionConceptual FrameworkThe researcher deemed it wise to formulate a conceptual framework using the Input-Process-Output Model in the conduct of this research study.It starts with the preparedness of high school SPED teachers, followed by the assessment of teacher’s preparedness as bases for developing intervention
Separation in a classroom is an idea that is more practical in terms of meeting a students needs. Specific cases determine the usage of separation and if it is needed for the student if they have unique difficulties that require one on one or individualized attention. In a perfect society, inclusion would seem to be the answer for special education because the students can learn from their peers and receive outside perspectives and ideas from classmates. For normal students, this is beneficial, but for a student that is far behind in material and understanding a personalized lesson plan is what is going to be the most profitable method. It does not mean that the school or teacher is restricting their socialization or rights, in actuality they are benefitting the education the student is receiving.
General education teachers have different opinions about the attendance of special need students in mainstream schools. The severity in special need children affects teachers’ readiness to adjust and manage particular students (Macrothink, 2012). Teachers are concerns about having students with the behavioral disorder in the general education setting. Many teachers do not believe they can teach these group effectively while they do not have enough training and support. Besides, teachers’ attitudes toward students with disabilities radically affect their education success (UNESCO, 2013).