Inclusive Education and SEN - Essay Example

? Inclusive education and SEN “It is society which disables physically impaired people. Disability is something imposed on top of our impairments; bythe way we are unnecessarily isolated and excluded from full participation in society” UPIAS, 1976: 31 Introduction: Historically, social exclusion has been one of the most widely experienced phenomenons, by people with disabilities. However, recently there have been widespread changes in terms of policy initiatives which have strived for inclusive strategies, and inclusive education being one of them. In this essay, l will demonstrate an understanding, of implications of including, children with additional needs in the mainstream school setting. I will consider the different models of disability. I will also demonstrate my ability to collect evidence about a child’s needs from a variety of sources and use the evidence to inform practice. Show my understanding of individual educational Plan (I.E.P), and how it can be developed to support inclusion. I will then evaluate the use of appropriate resources and strategies to support the child. Implications of including children with additional needs in a mainstream setting: The concept of inclusive education is as a result of parents and disabled people putting pressure on successive governments to change the education system, so as to allow all children to have a fair and equal access to education (Tassoni 2003, p.11). Including children with, special needs within the mainstream school has got its own implications. One of these implications will be ensuring, whether the layout and resources are appropriate, and inclusive. The environment plays a key role in supporting and extending children’s development and learning (Early year’s foundation Stage (E.Y.F.S, 2008). For example, having a child, who uses a wheelchair, will not be able to move in and out of the building independently without ramps. Although the issue of inclusive education is a highly debated issue, it has garnered unanimous support internationally, which is apparent from the fact that governments worldwide, have introduced policy initiatives whereby the cause of including students with special needs in regular schools has been supported, and treated as a human rights issue (OECD Publishing, 19992). This entails that schools today, are required to have trained staff who is specialized in supporting students with SEN (Special Education Needs) for instance, those diagnosed with autism. This is because, the educational needs of an autistic child is starkly different than those of a regular child, and hence special courses are required to be designed, developed and implemented to meet the special needs of such children. The SEN code of practice makes it the responsibilities of schools and early years setting to be able to identify children’s difficulties in terms of ‘graduate approach’, to the identification, assessment and recording of any difficulties these children may face (Linda, Carrie and Jane, 2005.p.132). The teachers, needs to adapt a positive attitude towards children with special needs, and ensure that there is no barrier of access. They need to ensure that, they are taking into account, views of the child, parents, colleagues and other professionals into consideration to meet the child’s needs, and adapt change to the environment accordingly. The attitudes of all adults who work in the schools, need to be such that, they are working to encourage the participation of all children in both academic and social life of the school (Halliwell 2003, p.20). Within my setting layout of equipment, is at every child’s level, this means, they can choose toys independently to play with, without any hindrance. And will playa vital role towards achieving independence. The school will need to make sure that; there are appropriate policies and procedures in place in conjunction with the ‘code of practice’. These policies will be ensuring that, children with special needs are given, full access to education, as any ordinary child. The ‘SEN code of practice’, sets out guidance, on policies, and procedures aimed at enabling pupils with special needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood(DfES, 2001.p.6). This means that, the inclusion of people bearing additional needs, in the education systems, functions as the best or most effective step towards the prevention of discriminatory mind-sets, creation of friendly communal backgrounds, and achieving the edification goal for every person (Aniftos and McLuskie 2004, p.2). Within my setting, as a special needs coordinator, in special needs. This enables me, to offer my advice and support to, parents and practitioners, working directly with, all children with special needs. This will ensure that they are included in all activities and develop accordingly. Another implication will be that, the teachers will be faced with the practicalities, of supporting a child in the mainstream school, with special needs. This implies for example, a teacher will have to put together lessons plans, which will have to incorporate a child, maybe with autism. To this effect, it means the school has to come up with, and incorporate new familiarity concerning inclusive learning supervision. These concerns have in response, led to development of mind-sets, towards children with additional needs, since most of them attain low on standard assessments (Robertson 2008, p.9). Even though is important for children with special needs to be in the mainstream school, decisions should be based on the severalof their disability. Example a child with language difficulties will benefit being among, children with no language difficulties in the mainstream school. Whiles l feel strongly, that children with severe autism, will benefit from being in the specialist school, with teachers who are specialized in this area and specialized equipment’s, which mainstream school may lack. Models of disability: There are two models or ways of thinking about disability: the medical model of disability and the social model of disability (Tassoni 2003, p.9). These models aim at conveying a better comprehension of disability taking into consideration, the diverse, fundamental aspects of the issue. The medical model of disability: The medical model suggests that disability is a personal problem. According to this model, any individual suffering from an impairment of vision, sight, hearing or mobility is referred to be suffering from a disability. The model can also be referred to as, the personal tragedy paradigm considering that it regards the complexities that impaired persons undergo, as being brought about, by the manners in which their bodies are formed and encounter (Carson 2009, p.8). The medical model influences the manner in which people diagnosed with such impairments perceive themselves. Most of them believe that they cannot participate in social activities or be a part of mainstream society, due to their impairments and disabilities. These feelings stem from their early experiences, whereby a child with disabilities is unable to walk, talk or interact normally with other children, in his/her age group, and is, as a result, excluded from participating in their activities. Furthermore, they refrain from participating in the social activities due to fear of the negative repercussions. As a practitioner, I think, this is wrong, as provisions should be made, to include all children, regardless of their abilities or lack thereof. Furthermore, the medical model is mainly concerned with curing of the disability rather than curing the setting that restricts the disabled from participating fully in social proceedings thus focusing more on the disability rather than the person suffering from it (Tassoni 2003p.9). Such an approach acts as a setback and restricts the life of such people in the hands of those individuals. The social model of disability: The social model of disability was developed and introduced by people with disabilities in order to spread awareness regarding their experiences and implications of such disabilities on their lives. The model states that it is the society, and not the disability, which makes people disabled by restricting their access to mainstream social spheres (Shakespeare and Watson 2002, p.3). The model propagates that it is of utmost significance for a normal and all-round development of a child with disabilities, to ensure that they are offered an opportunity to be included in mainstream educational settings. This would encourage their participation and interaction with other students, without any restrictions and help them learn in a better manner. Inclusive education is likely to train such children, regarding the various ways to interact and communicate with other regular people, in a wider social setting, beyond their school premises. On the other hand, it would help the other individuals in learning to overcome their social prejudices. The social model further entails that the society needs to be more accommodating, by offering assistance to people with disabilities. This in turn, can be achieved by transforming the environment or the social setting in a way that enables an inclusive model, whereby people with disabilities are encouraged and co-exist with the other members of the mainstream society. Such policies, are likely to familiarize individuals regarding the hardships, setbacks and experiences undergone by people with disabilities and help them appreciate the struggles which such people are made to undergo. It would help in the establishment of a more caring and understanding society (Shakespeare and Watson 2002, p.4). This model presents a more constructive approach towards defining the role and assimilation of people with disability, within the society. The social model describes disability as an unequal relationship within a societal context, wherein the people with impairments are afforded little or no consideration (Carson 2009, p.11). The model also states that it is possible to eradicate the prejudices and discrimination inherent within a society, through abolition of barriers and provision of support in the form of the ‘buddies system’. This model states that every individual deserves the right to co-exist peacefully devoid of any form of discrimination and segregation, and these changes must be initiated by the society and fully supported by the individuals living in it (Carson 2009, p.29). The individuals with Disabilities Education Act (I.D.E.A), states that there are 13 categories of disability in children (na 2009,p.2).There would be those This includes children with speech defects, physically handicapped physical handicaps or even as well as blind vision impairments. Some It also includes those who are would be maladjusted, partially deaf, or diabetic as well as those There are those that would be who are educationally sub-normal, partially sighted and epileptic. The deaf, blind and the handicapped need special schools because they got affected at a given stage in their lives since their disabilities prevent them from learning in a regular classroom environment (Green and Hardman 2005, p.221). Sources of information that can be used as evidence for a child can be obtained in a variety of ways that is globally known. These sources of information would help to determine whether, a child is classified as having special needs. The information gathered during assessment may indicate ways in which schools can help the child (DfES 2001, p.74). In my setting, each child has got a distinct profile, which records their different achievements. If there is a concern about regarding a child’s development, permission will be sought from the child’s parents, and based on discussions between the parents and the teachers, appropriate action will be taken to ensure that the developmental setbacks are overcome, effectively. which will enable us to access the child further. The key person will gather, evidence through observations, views from practitioners, consultation with parent and outside agencies. The information regarding the child’s developmental milestones will be collected from trusted sources such as the child’s parents, teachers, practitioners as well as external agencies. This information will then be used help to diagnose the problems faced by the child, and develop appropriate support strategies appropriate for the child needs. Even though, Although, as practitioners, we may know are fully aware of the child’s needs as practitioners, however, the child’s parents, know their child best, and hence unless there is sharing of information between practitioners and parents, a child’s learning needs, will be neither be fully understood nor, ultimately met (Jane, 2006). The key to good effective identification of every child’s needs to be considered, is to ensure whether the environment, activities or system of deploying adults in the setting is ‘disabling’ the child (Marian 2033, p.38). It has been observed that charts of normative development are one of the major sources of such information. They are used as a tool to assess the child’s development. These charts give indicate and describe the activities of what children do at various ages. Therefore, any child who seems not is observed to be able to do lacking in some activities is confirmed to have a disability. For example, the first word from a child should occur between 12-18 months and consequent progress occurs. At around 3-6 months, the child should is expected to laugh and even squeal. Hence, at various stages, a any child who seems not to be falling short of such milestones doing as expected is likely to suffer from a disability and should it is highly recommended to have him/her be examined for disability for the same (Tassoni 2003, p.50). Health visitor or General Practitioner (G.P) could may be assigned the task of also be used to collecting the required information about the child with special needs. This is possible, because these individuals possess the necessary skills would have information about to collect and evaluate the child’s progress. Their records can be used and conclusions made on the child’s developmental progress. Individual Education Program: An individual educational Plan (IEP) is a document that tool which is used for a child with special needs, with a difficulty in an area of development ensures that that a child diagnosed with a disability, is offered an individualized education program which is specifically designed to meet his/her unique needs. It helps is used as a guide by the teaching staff to plan for a such children, teach them; and review their child’s progress (the national autistic society, 2011). In this assignment, l I have enclosed a copy of an I.E.P designed for a child, in the appendix, of a child. Within my setting, I.E.P’s are done using the views of the parents, key person and outside professionals, based on the individual child’s needs of that child. These I.EP’s are reviewed every six weeks based on how the child’s is developing progress. If there is no improvement in those the areas under review, then the I.E.P, will be continued. But then A thorough assessment of the child’s environment will be conducted in order to ascertain the changes required. the environment will be assessed, to see if there should be any changes. Before l acquired this child’s I.E.P, permission was given to me sought, by from the child’s parent/s through ‘ethical statement’. This ethical statement gives me includes guidelines on regarding how to use the manner in which the information on the child, will be used and applied, without breaching of the child’s confidentiality. This child went through different assessments, to confirm their developmental needs. There was Required evidence was collected from observations, which was in turn, were marked against the developmental stages of the (Early years foundation stage), views of parents. and also Furthermore, the an the observations done by of the early previous year’s coordinator (special needs) were also taken into consideration. This process confirmed that, the child has ‘language and communication difficulties’. this child also has, English as his second language which is one of the underlying reasons It was noted that the underlying reason for such difficulties, was the fact that English was the child’s second language. Since one of the purposes of the I.E.P, is pre-lesson preparation, This this aspect particular observation enabled the practitioners working with this child, to prepare, ensuring that there are appropriate materials for use within the setting, best suited for this child. Which means Thus through this method, the practitioner was able to provide ways effective solutions of for developing and designing an appropriate learning environment. Example, one of the ways suggested, of for supporting the child with their language development, was to provide visual aids, and sequencing how developing various ways to use the different areas in the room, can be used. In addition Furthermore it was also suggested that, during play, the practitioners can also will help model the child’s speech and encourage the child him/her, to speak and model the and offer guidance regarding the correct version of sounds, as this will support to help the child to pronounce words properly. The I.E.P, will also aid in the withdrawal creating of lessons lesson plans. On the basis of this study, it can be concluded that IEP It helps in the formulation of instruction, for small groups to complement programmes aimed at providing IEP (Rayner 2007, p.154). With the child’s IEP, in place, It helps the practitioner to follow, specific targets, to meet the child’s unique needs. The purpose of IEP: Individual educational plan has serves many purposes, which assists assisting specialists in their work, being one of them. The IEP will be used as an action plans for benefiting the child. The IEP is individually specifically tailored to meet the pupil’s individual needs, to ensure that, so as to enable them to they make maximum progress achieve success in their respective fields (Halliwell 2003, p.13). This means is because that the IEP, specifically, points out areas of difficulties for experienced by the child, and how develop and suggest effective solutions to overcome them they can be supported. This will also help to monitor their progress along the way. Finally, it gives offers valuable information which in turn can be used by the practitioners to develop of strategies used and their effectiveness to to improve the child’s performance, practitioners. The above purpose can be used for inclusion development within the setting were the child is. As indicated in the IEP,it means professionals will work effectively if they have full information about the child. The use of IEPs ensures that availability of necessary information to the practitioners, which can be used for the benefit of the child. This information is provided in the IEP. Good record keeping and frequent interaction with the child’s parent would be a key indicator of ensure successful implementation of the plan that will be in place. Such will convince professionals to provide extra support when requested to do the same (Tassoni 2003, p.76). Children with special needs has must be reassured to be made aware, that they are not different from other people around them. They should be encouraged in to participating participate in activities that which involve the use of puppets, dressing up clothes, playing with toy cars, to role-play different roles as well as role-playing games, since it helps them and learn about their community communities. Reading requires visual recall in children at early stage, whether they have special needs or not. During story times story-telling, there should be a variety of options various creative strategies can be used such as like the use of, puppets, story sacks, made up stories, so that the children can symbolise everything, they have learned. Children should also be encouraged to take part in games involving differentiating. Activities involving pictures would aid in remembering and this is important for learning (Tassoni 2003, p.98). The key areas of places in the schools, setting, should be labelled in bold boldly labelled. Key areas of the school or nursery items should be presented to a child, so they have a physical view of them. Children should be helped encouraged to make friends, and always have people around to assist them. If there are other children with special needs, they should not be discriminated for any reason, but instead, we should show be treated with love, and friendship care (Tettmer 2002, p.322). In conclusion of this essay, l I think believe that as early year’s professionals, we need to must value and respect every child and the efforts put in by them child’s effort. Creating an environment, which respects each child’s views and needs, will make everyone feel included help in developing an welcoming environment characterized by trust and not discriminated against free of any form of discrimination. If we cannot offer support to a child, we need to always seek advice from other professionals that are well, qualified and canmeet the child developmental needs. Advice and suggestions must be invited from other practitioners to ensure that the environment provided to the child is effective and appropriate to cater to the unique needs of such children. We should also Efforts must be made to ensure that all the practitioners and everyone involved work in partnership with the child’s parents and take their views and suggestions into consideration. Appropriate The inclusion and application of effective policies, and followed by a continuous review of the environment will help make future improvements in creating a positive learning environment for children with disabilities. Read More