It is vital to create a structured, nurturing and safe learning environment to foster success. The special education and general education classrooms, although separate, must function together and provide a rich learning environment that offers support to all students. Collaboration between the special education and general education teacher is essential. If a student is learning in both areas, it will be crucial for me, as the special education teacher to provide my expertise to the general education teacher so that she may best meet the needs of the special needs child. There are state and federal laws put into place to ensure that these students don’t fall through the cracks and get left behind.
Integrated education which aims to provide children with a caring educational environment hopes children with special needs and the general student can learn together (Education Bureau, 2014). It aims to make no division and differences between special needs student and the general student. It helps children with special educational needs to merge
All children irrespective of their strengths and weaknesses should get an opportunity to be a part of the mainstream education. Inclusive education does not take into consideration any preferential treatment based on gender, caste, class and disability. It is for all. Inclusive education means, “The act of ensuring that all children despite their differences, receive the opportunity of being part of the same classroom as other children of their age, and in the process get the opportunity of being exposed to the curriculum to their optimal
It is necessary to consider some broad groupings of students with somewhat similar conditions to understand their needs and the services they require. Respect and understanding will be notice when children of differing disabilities and cultures play and learn together. Friendship may also develop. Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.
The term inclusion is often seen as simply referring to learners with special needs, where it is interpreted as the ‘complete acceptance of a student with a disability in a regular classroom.’ However the notion can be viewed much more broadly. A common misconception about inclusion is that it is solely about including people with disability in regular sport activities without any modification. (Australian sports commission) However being inclusive is about providing a range of options to cater for people of all ages, abilities and backgrounds, in the most appropriate manner possible. According to Mitchell (1999), ‘inclusive education is taken to mean that schools accommodate children’s different styles and rates of learning and to respect
a teacher. The zone of proximal development is based on the idea of comparing the skills and abilities that can be obtained by the child on his or her own, with those that can be achieved with support from someone else who is more skilled. It doesn’t just have to refer to a teacher; the ZPD can be further developed through peer and parental interaction. Vygotsky’s style of teaching and learning is used within many approaches to learning for children with special educational needs. This type of support is known as ‘scaffolding’; where children develop into being able to carry out activities, and attain specific levels of knowledge, the support can be gradually removed, step by
They should receive support from their teachers, in this case it can be the regular classroom teacher, or a special education teacher that pulls in the classroom to provide support or does pulls out for a short amount of time. The more time a disabled student is in the classroom the less segregated he/she will feel. Inclusive education programs attempt to provide the same access to academic instruction for all students regardless of their performance levels and needs. The barriers that are being faced in such programs are organizational barriers, the way in which schools and classrooms are organized. Attitudinal barriers, focusing on the beliefs of teachers, administrators about disabilities and inclusion and the knowledge barriers which are the limitation in knowledge of students with disabilities and the appropriate strategies that need to be
In that way children learn that they are responsible for their own education. It is essential that children could communicate with people of different age and social groups. People, who have had the opportunity to direct their own education, know that their thoughts and actions matter. Therefore they do not fear taking on big decision, or making a change in the
There we can find the difference between NCC and Guidelines because one of them is built upon the general planning and application of mainstream education while the Guidelines help the special planning. We analyzed 8 special education curricula for physically, mentally, other disabled children and for children with visual and hearing impairments. This way we could have a wilder and inner view into their education. All the 8 curricula are compatible with the NCC, ensuring the integration from every grade. Beside they suit the guidelines of the education for children with disabilities.
So the study will be used as reference material for teachers as well as authorities while adopting inclusive education. Definition of Terms Mainstreaming is the practice of educating students with special needs in regular classes during specific time periods based on their skills. Inclusive education means all students i.e., both special needs students and other students are learn together in the same classes. Special education is an education catering for students who have special education needs due to severe learning difficulties, physical disabilities or behavioral problems. Special needs children- Children with autism, down syndrome, dyslexia, ADHD, cystic fibrosis and those who have physical disabilities are special needs