(special education inclusion, 2001). Research confirmed that there are many beneficial effects of inclusive education for students with disabilities when these students are put into regular education classrooms (special education inclusion , 2001). In inclusive education students with disability have opportunity for: • Experiencing full citizenship in school and the community. • Experiencing academic challenges. • Learning to relay more on friends than teachers.
From the perspective of teachers, inclusion is a good idea and will benefit the education of students with disabilities. Inclusive classrooms need to give equal opportunities to students with disabilities as given to general education students with support from both the special and general educator
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).
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
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point “The term “inclusion” replaced all previous terminologies, i.e., integrated special education; reverse mainstreaming, previous to the early 1990s in hopes that the word would mean more than placing children with special needs in the regular educational classroom, including a sense of belonging, social relationships, and academic development and learning.” (Odom, Buysse, & Soukakou,
This is the sad truth yet true reality of the current situation which can’t be seen on the surface level. Despite being informed of inclusive education in schools, yet not any initiatives are carried out by the administrators of the preschool such as training for the teachers or etc. It seems that the issue of inclusive education is taken so lightly that it serves no importance in the eyes of many preschools. With the lack of resources, support and professional training which are the fundamentals for aiding teachers with children with autism to be able to provide them holistic education would be a hindering factor for teachers to accept children with autism as well be well prepared to receive and cope with these children in their classes alongside the normal school going children. This has eventually built a negative perception towards these children causing them to have these negative attitudes; which greatly affects their relationship with these
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
Inclusion classrooms are described as a general education classroom in which the students with or without disabilities learn together. This would result in some mixed emotions towards the teacher’s responsibility, lowering the teacher’s effectiveness about being able to teach the rest of their peers in the classroom. Throughout this paper I will observing data of some perspectives in a classroom from Proquest.com that I will be putting in this paper. Common themes that will happen are the teachers needs for collaboration, shared responsibilities, planning time for lessons, and professional development. As I was viewing these observations the all have some excellent point of views about inclusion classrooms.
In order to examine the proposed view that students with special education needs should be taught in specialised environments, it is important to establish what the term special education needs means. According to the Education for Persons with Special Educational Needs Act (2004, p.6), the term special education needs means “A restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition”. Fox (2005, p.205) elucidates that children with special educational needs have “congenital or acquired impairments, physical, mental or both, which seriously affect their use of
10, 2013). The philosophy and the mission of an inclusive school provide a strong foundation and confidence for practitioners to go further in advocating for every child’s right. Providing equal opportunity does not mean treating everyone the same, but rather giving every child the right to a broad and balanced curriculum with high expectation of their success. Inclusive practice involves the whole teaching community coming together to agree, identify and understand the barriers that exist so that planning for inclusion and intervention strategies can be put into place. Aside from building positive relationships with and for children, Connolly et al.