Making Provision for the Inclusion of Disabled Pupils in Mainstream Schools - Essay Example

?Making provision for the inclusion of disabled pupils in mainstream schools Introduction Disabled children in mainstream schools suffer from severe adjustment problems in practicing physical education and schools largely depend on inclusion programs for providing support for disabled children. Inclusion program for disabled children bestow substantial representation for both mental and physical disabilities of students in public schools and current education system in England requires innovative researches and strategies in this field. In general, the term disability is used to point toward a physical or mental circumstance that limits person’s movements, senses or both physiological and psychological activities (Sport and Persons with Disabilities, n.d, p.3). Children with disabilities find it as really hard to practice various physical activities and sports programs. In mainstream education, teachers and education professionals have often failed to ensure the participation of disabled children in physical education program. Different disabilities such as, physical disability, mental disability, developmental disability, chronic illness and external injuries cause both mental and physical pain among the children with disabilities. In general education, implementation of various inclusion programs provides innovative ideas for teachers as well the children to overcome the problems in doing physical education. It is significant to notice that disability is not a personal misdemeanor or mistake. For that reason, disabled children need active representation in physical education as well the mainstream students. The Disability Discrimination Act (DDA) strictly informs that discriminating a child from a particular school program because of his disability is the violation of school law. As an inescapable part of general education, children with special needs have the right to engage various physical education programs. As a result, a teacher or a physical education trainer should be vigilant in motivating disabled children in participating physical education programs. In recent years Sports England promotes physical education among the disabled children through various organizations like the English Federation of Disability Sport (EFDS) and The Inclusive Fitness Initiative (IFI)and provides innovative programs and strategies for teachers as well students (Directgov, 2011). It is obvious that a collaborative effort from the part of government and non-government agencies is essential in the field of promoting physical education in disabled children. Enrichment of inclusion programs gives numerous opportunities for pupils as well teachers. Innovative teaching strategies and sufficient inclusion programs permit a teacher of physical education in mainstream school for making provision of a disabled pupil. Different types of disabilities which could affect a pupil from doing physical education and why that specific disability could affect the child in Physical education Various kinds of disabilities such as developmental, mental, physical disabilities, chronic illnesses, external injuries and mobility impairment become the barriers in doing physical education among the children with disabilities. Mental and developmental disabilities prevent the children from understanding particular physical activities or games, while physical and disability in motor development prevent their participation in particular physical activities and games. Generally, disabled children show their unwillingness to do physical education or games because of physical pain and fear. Even though disability is considered as not a crime or individual mistake, majority of disabled children in mainstream classrooms suffer from severe inferiority complex and they avoid the chances to cop up with other children. Developmental problems affect both physical and mental growth of a person. Autism Spectrum Disorder (ASD) is considered as a major developmental disorder which affects the children. Children having autism often fail to communicate with others. In a physical education classroom or setting, physical instructor demands fast and appropriate responses. Quick acquisition of information and its responses are essential for games. Each sport and physical activity has its own rules and regulations which the students need to keep in memory. A child having the symptoms of ASD cannot communicate with others while practicing physical exercises and games. Disability in visual, auditory and motor skills always act as a barrier in participating physical education programs. Autistic children always feel initial difficulties when introduce a learning program or physical activity. Because of their incapability in visual, auditory and motor skills they often show defective behavior. The problem is that teacher cannot design a particular physical activity or exercise for these children and over all development is not possible in the case of autistic children. Some children show passive attitude towards playing and doing exercises. Their communication disability prevents them to mingle with others and participating physical activities. Some cases children with autism express sleeplessness and aggression and these children may feel difficulty in engage any physical exercises. Presence of physical fitness and physical well being are essential for doing physical education. Children with physical disabilities like blindness, hearing impairments, Arthritis, cerebral palsy, paralysis and muscular dystrophy cause pain and frustration in doing physical exercises and other programs. Mass drill and other games require serious attention from the part of participants and visual impairments and other physical disabilities prevent disabled children from other students. Chronic diseases like asthma and diabetes promote chronic health problems and children with these disabilities are often subjected to severe nutrition problem. Penny Tassoni rightly remarks “Some illness and physical disabilities may restrict the amount of physical activity that a child can undertake” (Tassoni, 2007, p.263). Professionals in medical field and doctors have noticed that cerebral palsy causes severe health problems among the children it affect their development process. It destroys the nerve system and put off the functioning of brain. Similarly, paralysis also affects the smooth functioning of brain. Eventually, the child who affected theses disease experiences physical or mental disabilities. Children having visual impairments face the problems of obesity and consequently they failed to achieve satisfaction in engaging physical activities. Limited opportunities lack of physical exercise partners, fear of injuries while practicing, safety apprehension of parents and school authorities, and lack of self confidence prevent a child having visual impairments in participating physical education programs. External injuries especially head injuries caused for nerve problems and eventually it affect the motor development. Children with external injuries cannot move their body parts as the physical education trainer demand. Furthermore their effort to engage physical activities often end with severe pain and another injuries. Children with paralysis and muscular dystrophy show sever adjustment problems in doing physical activities. If the teacher fails to giving special care for those children, Physical disabilities like Juvenile Rheumatoid Arthritis (JRA) and paralysis and muscular dystrophy causes critical health problems among the children. Children with these disabilities do not enter physical activities like others. Joseph P. Winnick states that “Pauciarticular JRA four or few joints, which can include knees, ankles, and elbows” (Winnick, 2010, p.297). Arthritis and related diseases promotes overweight and fatigue and this is also acts as an obstacle in the way disabled pupil engaging physical education. Another significant disability which is common among the children in doing physical education is Down syndrome. Children with Down syndrome have the disability in motor development. In this case, children always fail to comprehend various physical activities, everyday movements, and exercises for games. Teachers and therapists in UK have identified this as a major problem in implementing inclusion programs for disabled pupil. More often than not, children who infected chronic diseases like asthma and diabetes needs special care and medical support. These children often show severe breath problems and also suffer from hypertension. At this juncture, children having chronic diseases show refusal in engaging physical activities. Making physical education accessible for the disabled pupil As a part of National curriculum, physical education is accepted as a compulsory subject for students in their education. In United Kingdom, authorities and educational professionals have informed that all children having different socio-economic and developmental backgrounds should have access physical education programs and activities. In addition they have suggested that disability and other developmental issues should not be an obstruction to inclusion in physical education. Establishment of accessible buildings and sports complexes help the children to practice particular physical activities. Teacher can select special equipments for disabled children and ensure improvement in doing physical education. The National Curriculum demands all teachers should direct children by providing appropriate learning challenge for disabled children, developing equality of opportunity for all children in doing physical education and providing adjustment for disabled children (Rieser, 2008, p.153). Implementation of effective inclusion programs for disabled children promotes practical assistance for teachers to access proper physical education. Teaching strategies like corrective, adaptive, developmental, modified and special physical education strategies prove its effectiveness in supporting disabled pupil. Government non-government organizations like English Federation of Disability Sport (EFDS) and The Inclusive Fitness Initiative (IFI) give both financial and academic assistance for teachers. The promote inclusion programs for disabled pupils and these techniques and teaching models help the children to achieve physical activities and excursuses in an easy way. Strategies or models which could be used to support the disabled pupil in physical education It is significant to mention that public awareness is essential for improving the participation of special needs children in inclusion programs which promote physical education. Therefore, at the initial stage the teachers should give awareness to the children and parents about the needs of disable customers in physical activities and sports. Through the implementation of various motivation techniques, one can enhance the confidence level of the children. Inclusion programs which practiced in schools for disabled children are many and varied and these programs lend a hand to the disabled children in overcoming their disabilities. Program like corrective, adaptive, developmental, modified and special physical education strategies and programs are widely accepted in schools. Physical education includes various physical activities, exercises, games and their prescribed rules and regulations. A teacher who worked in mainstream education may face the challenge to implement inclusion programs for doing physical education among the disabled children. Teacher should know about the nature of disability and design specific teaching strategies for children. Effective assist from a medical officer or a therapist is essential for education disabled children. Teaching strategies which have psychological basis help teachers in supporting disabled children in doing physical education. Professionals in the field of physical education have recognized and accepted the fact that corrective physical education strategies have a positive impact on disabled children in doing physical education. Teacher can use this method in inclusion programs for giving support for children with special needs. In this respect, Elaine Fletcher-Janzen examines “Corrective physical education is a means of remediating structural and functional dysfunctions through physical exercise or motor activities” (Fletcher-Janzen, 2007, p.1566-67). Children with developmental disabilities get more support in doing physical education than children with physical or mental disabilities. Current physical education programs which practiced in England are focus on mainstream students and teachers often forced to design their programs for mainstream students. Subsequently, a different approach is essential in the field of physical education programs. Inclusion programs in doing physical education should keep flexibility. Flexibility helps the children to achieve confidence and energy level among the children with special needs. “Flexibility is critical for successful sport and disability programs as it emphasizes strong vision and willingness to experiment (and even take risks) to see what works” (Sport and Persons with Disabilities, n. d, p.24). Here, teacher gets chances to evaluate the children and analyze his or her abilities and disabilities. Implementation of adapted physical education programs in schools gives considerable improvement among the disabled student participation in doing physical education. It is considered as a suggested school subject for students who could not safely or effectively participate in energetic, general physical education programs or sports programs. In most schools, the nature of adapted physical education changed and children with activity limitations in general physical education received little attention (Sherrill, n. d. p.4). Adapted physical education programs help disabled children to triumph over energy problems in doing various physical exercises. A physical education teacher in general education settings can suggest adapted physical education programs for making a provision for children with disabilities. As a part of modified education strategies for disabled children, teacher can use exergames to promote active participation of visually impaired students in physical education programs. It is relevant to notice that “Exergames are video games that use upper and/or lower-body gestures, such as steps, punches, and kicks to provide their players with an immersive experience that engages them into physical activity and gross motor skill development” (Pet-N-Punch, p.1). Teacher can support children with developmental disabilities in doing physical education by giving an open line communication and this will help the children to take preparations. Developmental physical education strategies are widely acclaimed teaching techniques that affords maximum support for disabled pupils in doing physical activities. Here, children get the opportunity to comprehend and practice various skills like “Strength, agility, postural stability, speed, coordination and reaction time form the basis from which more complex skills such as throwing, catching and kicking can be developed” (Jobling, 2011). Teacher can use developmental physical education strategies for children with Down syndrome. Developmental physical education model is useful in integration classroom. At present many schools in UK having general education settings practices special physical education models for disabled children. It helps the teacher to assess what the child can do? And teacher can support him through introducing him about his abilities. Conclusion In the final assessment, it is obvious that various techniques and innovative teaching strategies for physically disabled children are practiced in schools .Research professionals and experts have identified the benefits of these programs in facilitating physical activities among the disabled children. At present Inclusion program for disabled children in doing physical education put forward innovative inclusion programs for children in doing physical activities. Making physical education is accessible for disabled children and it is possible for teachers to practice effective inclusion programs. A physical education teacher and instructor from general education settings in U.K can successfully practice various inclusion programs through practicing various strategies and teaching models like adapted physical education, corrective physical education programs, developmental physical education programs and special physical education strategies. Institutions like English Federation of Disability Sport (EFDS) and The Inclusive Fitness Initiative (IFI) promote new strategies for physical education teachers and they endorse opportunities for disabled children. Thus making stipulation for the inclusion a disabled pupil mainstream school is not a difficult job, because National Curriculum for Education in UK have given substantial initiative in the process of educating disabled children. References Directgov 2011, Support for disability sports, directgov, accessed 8 Aug 2011, . Fletcher-Janzen, E 2007, Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, And Adults with Disabilities and Other Exceptional Individuals, Volume 2, 3rd illustrated ed. John Wiley and Sons. Jobling, A 2011, Physical education for the person with Down syndrome: More than playing games?, Down Syndrome Education International, . Pet-N-Punch: Upper Body Tactile/Audio Exergame to Engage Children with Visual Impairments into Physical Activity, viewed 9 Aug 2011, . Rieser, R 2008, Implementing Inclusive Education: A Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of People with Disabilities, illustrated ed. Commonwealth Secretariat. Sport and Persons with Disabilities. Right to play.com, viewed 8 Aug 2011, . Sherrill, C, Young people with disability in physical education/physical activity/sport in and out of schools: technical report for the world health organization, World health organization, . Tassoni, P 2007, Cache Level 2 in Child Care and Education, 4th edn, Heinemann. Winnick , JP 2010, Adapted Physical Education and Sport, illustrated, Human Kinetics. Read More