Inclusion of Student with Special Educational Needs in Schools - Essay Example

Pupils with learning difficulties, and the challenges posed by the current government commitment to inclusion Table of Content Serial Number andTopic Heading Page Number 1.0 Introduction 02 2.0 Executive Summary 03 3.0 Inclusion 05 3.1 Contentious Issues 06 3.2 Concept of Special Education 09 3.3 Support Group 11 3.4 Teacher's Prerogative 12 4.0 Law 13 5.0 Findings 18 6.0 Initiatives 19 7.0 Conclusion 19 8.0 References 21 1.0 Introduction Disability is a bane on humanity, even more so if it concerns students. Disabilities affect their learning process and they are looked on as, pitiable, pathetic, invalid, helpless, and so on by their colleagues. This is a matter of serious concern, as these unfortunate children face the ignominy of being labeled a liability in some section of society. Disability has been viewed almost exclusively from medical and psychological perspectives (Barton, 1996)1. This experience, which has often been supported by legislation, has come in for severe criticism, and has been rightly challenged through campaigns by people with disabilities for rights to common and equal citizenship (Quinn, 1993)2. Just as much as in schools, societal attitudes can represent a great obstacle to the inclusion of disabled people in the community (Forest, 1991)3. The societal attitude of the 'normal' people towards disabled people has been characterised by confusion, ambiguity and a modicum of good will. It therefore comes as no surprise that, mainstream pupils exhibit an ambiguity, not dissimilar to their elders, in regard to their few disabled colleagues in school (Lewis, 1995)4. Researchers and educators have developed legal, educational, ethical and psychological arguments to support the inclusion of children with disabilities into mainstream schooling. However, for the successful integration of these students into the mainstream, there needs to be a total reappraisal of the existing educational system. This would include changes in organisational structures, curriculum and teaching methodology (Meijer, 1994)5. For this system to become a success would need the wholehearted support and integration of all teachers (Michael Shevlin, 2000). Having understood the basic idea of what is necessary to the inclusion of special educational needs in schools for introducing students with learning difficulties, the next logical step would be to understand what this term 'Special educational needs' mean in the context of this paper. Disability, difficulty in learning, learning difficulty and special educational needs, may seem a lot similar, but they are quite different in their literal sense. Special Educational Needs under the Education Act of 1996 states that 'a child is in need of special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for that student (Section 312). Learning Difficulty is attributed to students with: Greater difficulty in learning than other children of his/her age Has a disability which prevents him/her from making use of facilities that is provided to children of their age in school (Section 312 (2)) of the Education Act. (Michael Farrell, Ch.1, p.11-12, 2003) 2.0 Executive Summary Disabilities are a curse on society. Disabilities can be physical, mental, or social. The perspectives and social relationships of young children, including gender bias, the relationship between racism and education, and racism and identity in school and curriculum are social barriers that must be addressed in inclusive policies. These social cancers must be removed from schools to make inclusive education a success. Such discrimination of disabled and under-privileged children can lead to depression. Mental disorders can play havoc with children at a young age. Language is also a barrier for children to mix and learn with other children. Physically challenged children also face the embarrassment of being recognised as 'different'. The UK government has been contemplating changing the current system of education and introducing inclusive policies to bring equality and justice to such students. What could be the possible inclusive measures through which such injustice and discrimination can be removed The main areas of Special Educational Needs (SEN) address: Effective Communication and interaction such as speech and language delay, impairments or disorders Cognitive and learning, like moderate, severe and profound, and multiple learning difficulties, and specific learning difficulties such as dyslexia and dyspraxia Behaviour, emotional and social development, including emotional and behavioural difficulties, hyperactivity and so on. Sensory and/or physical needs such as hearing impairment, visual impairment, and physical impairments (Michael Farrell, Ch.1, p.13, 2003). Communicating with parents about the importance of their personal contribution in developing their child's ability to learn is a positive step in the right direction. Parents know their ward better than their teachers, and this will have a strong bearing on the child. These 'special' students are forced to be different and treated in a similar fashion, leading to depression. Depression leads to behavioural disorders, caused by dejection over a long period of time that abdicates normal thoughts and actions of a student. Teachers can play an active role in tackling such situations wherein depression has affected the normal functions of students. Depression can set in at any time and affect any child. Trained teachers can help identify and console such students (Rice & McLaughlin, 2001). There are theoretical models of inclusion possible to bring Special Education Needs students into the mainstream In forethought, this paper takes a look at the current UK legislation on inclusion and the implications for practice within early childhood education. There is a strong imbalance in the present system of equal opportunities and children's rights as well. There needs to be a restructuring special education. The current trend of blending special schools into general schools and vice-versa needs to be augmented to bring more professionalism to succeed. Children whose needs come into these areas of special education needs are said to require flexible teaching arrangements. What are the parameters that need to be restructured to make this program a success There is perhaps light at the end of the tunnel after all. What are the difficulties posed by the current government policies to implement inclusion in mainstream education This and more will be covered in this paper on learning difficulties. 3.0 Inclusion What is inclusion In simple terms, inclusion is addition. Inclusive education for children refers to the amalgamation of all children, young or adolescent, able or disabled, in one collective structure. Inclusion means enabling all students to participate fully in the life and work of mainstream settings, without disparity. To be effective, the government, school authorities, and education departments will have to formulate a streamlined curriculum, teaching support, funding mechanisms, and built environment. Inclusion is the right step to ending discrimination and work towards equal opportunities for all children and students (Rustemier, A Process, 2002). Likewise, schools and education authorities can operate on a much broader perspective to develop cultures, policies and practices to include disabled children in their curriculum, thereby removing barriers to integrate learning and participation. Despite certain government moves to incorporate 'integration', the number of students joining the mainstream remains negligible. It is estimated that a majority of parents of children with disability still seek special schools for their ward to fend off discrimination. This needs to be addressed and parents too need to be educated on the importance of child equality and justice. With more special schools in operation, more resources will have to be invested. This is something that the government can do without. 3.1 Contentious Issues Despite the government initiative to integrate special education needs in mainstream schools to bring forth equality and justice to children with disabilities, there remains some contentious issues that prompt contradictions and flay tempers. An analogical effort to alienate this issue is also persuaded. Some of them are as follows: The continuation of separate special provision for some students as mentioned above. This provision is necessary for certain individuals with high end needs, but should be removed for others. The relationship between parental choice and children's rights. This is an issue that remains controversial. Despite government initiative to propagate children's rights to equality through inclusion, parental choice overrides justice. There is the continued use of the word 'special educational needs' (SEN), which is discriminatory. This term is associated to disability and such usage will only nullify efforts to amalgamate those whom the government and related agencies are trying to merge with the mainstream. The social model of disability and learning difficulty which the government and agencies are striving to replace and the medical model that persists with terms and definitions those are negative and outrageous. The view that some students can never be fully included; sadly true, in some cases. The establishment of professional and trained staff which is mandatory, there is dispute on equitable pay and conditions. Qualified personnel are necessary in the development of inclusion. (Rustemier, Current Issues, 2002) In the face of such criticism, there are a few questions that are left unanswered. If some of the above points are an indication of the criticism facing inclusive policies, how can the rights of the disabled by safeguarded It's quite understandable that there will be cases where some children may not fit into the scheme of this initiative, and it's also true that by inclusion, many special schools will be forced to close. However, considering that these measures will help build confidence and equality, most disable children will find this initiative a move in the right direction. It is observed that children with learning difficulties have low self-esteem as a result of their problems and they shun from the limelight. This complex needs to be overcome through motivation and self-belief. This leaves the task to teachers to find ways in which they can succeed and think more positively about themselves and their ability. Failure is seldom reversible after the age of 8 or 9 and an early experience of failure on the part of the child, even minimal failure, will have a substantial negative effect on the child in the latter part of his/her life. The first task to be initiated by teachers to children with learning difficulties is to observe and question what they are familiar with. This is an important step in working with these children. Teachers need to know the importance of making the right approach to help students requiring special educational needs. General observations of such things as the kind of activity in which a child works best and is most confident, his or her ability to attend to what is happening, how well he or she can concentrate, what sensory and perceptual difficulties are evident, which materials and approaches are most successful, what interests and background experiences the child has and so on are important. Some children with learning difficulties need the support within their classroom or coaching outside and be able to manage their work with the peer group for most of the time. Some children whose learning difficulties are greater will probably need more personal care and attention to meet some of the demands of the National Curriculum throughout their school lives. Both these above mentioned groups can be in danger of developing a poor opinion of themselves, and lack confidence if proper assistance is not provided by school authorities. It is possible for some children, using a programme like Reading Recovery to overcome their problem to the point where they can cope without help. Then there are others who may continue to have difficulty and need special provision, such as taped versions of reading material, or further personal assistance during their school life. Parents too can be helpful in such situations. Let's not forget those children with disability too. They have a handicap which may be irreparable and would need special attention at all times. These students don't seek anybody's pity, but equal opportunity. They would like to be a part of the mainstream and not be labeled as a misfit, liability and so on. Children with special needs will have learning difficulties. In some cases these are compounded or caused by various forms of impairment such as deafness, blindness, or other physical disabilities or behaviour problems. Whatever the course of action, these children must have ways of celebrating success. In order to understand the depthness of disability in a child suffering from communication problems, we see that most of them: 1. Majority come from a different culture 2. Have difficulty in articulation. 3. Stammer 4. Have difficulty in constructing sentences. 5. Are unable to speak at all or have very little speech. Such is the seriousness of this disability, that teachers must be trained to meet such contingencies with a strong understanding and focus (Joan Dean, Ch.5, p. 73-77, 1996). 3.2 The Concept of Special Education Disability is not a crime. Why should normal people then turn against people with some physical or mental inadequacies and treat them different After all, aren't they humans like us It's a fact that these under-privileged children and adults are looked down upon by society. A closer introspection can perhaps throw light on this unique behaviour. Mainstream schools have for long been known to cold-shoulder children with some disability. Answers such as, disabled children developing inferiority complex and going into a shell, not able to match the mental and physical level of the other children in class, or will end up being a liability to their class, prop up. Quite true, but then, has anyone evaluated the reason for these predicaments These points found validity with the schooling system, and in the early 1900s a separate, segregated system of schooling for children with handicap was introduced, and with popularity, expanded till the 80s. It was in 1970 that the last group of disabled children (hitherto considered uneducable), were brought into the mainstream under the Education Act of 1970. This brought about a revolution of a different kind. People began to question the discrimination of the 'medically unwell' children and adults. Disability became discriminatory, and turned to a major human rights issue (Rustemier, Background, 2002). The publication of 'The Inclusion Charter' in 1989 instigated a national movement that demanded the placement of inclusive education on a human rights platform in the UK. This had an effect on the bureaucracy, which made many advances to enhance inclusive learning in many schools. However, the Government continued to sanction segregated education also. Speculations into this policy revealed that in some cases of serious nature, there was fear of hostility, and deficiency in teaching. Parents were given the right to choose between special schools and general schools (Rustemier, The Inclusion Charter, 2002). 3.3 Support Group The Council for Disabled Children (CDC), published its Policy Statement on Inclusive Education for Children with Disabilities and Special Educational Needs in 1996. It stated that, 'No child should be denied inclusion in mainstream education and that the provision should offer full range of support and specialist services necessary to all children to fulfill their entitlement to a complete and balanced curriculum (Rustemier, National Action, 2002). This move has gained momentum and people are now speaking out for inclusion based on their own experiences of segregation and discrimination. A lot of organisations represented by a group of disabled and non-disabled children are working to attract solidarity and support. The Children's Consortium on Education is one of the task forces on Children's Rights Alliance for England (CRAE), consists of over 170 organisations committed to promoting children's human rights based on full implementation of the 1989 UN Convention on the Rights of the Child in the UK. The movement is especially interested in implementing the government move to integrate special schools with general schools, and for phased restructuring of mainstream schools to make them accessible to all, in terms of buildings, facilities and curriculum (.Rustemier, National Action, 2002). Another group called The Disability Awareness in Action (DAA) identifies itself with the 'Rights Now Campaign' which calls for comprehensive civil rights legislation, including children's rights to inclusion. With inclusion gaining prominence in Government policy and legislation, many universities have seen the benefit of investing in special training programmes. They have developed course programmes for training in inclusion and special educational needs. The government legislation is now focused on bringing all students under one umbrella of education irrespective of their background. To have more impetus to the on-going programme, the government has encouraged organisations to provide specific training and support for schools and work in educational settings. The Royal National Institute for the Blind (RNIB) runs an Inclusive Education Scheme, working with LEA and schools to support the inclusion of visually impaired children in mainstream schools and colleges. The Royal National Institute for Deaf People (RNID) produces a number of education guidelines to support teachers and parents of deaf children in mainstream schools. These are available in print and on the RNID website. The National Deaf Children's Society (NDCS), with funding from the DfES, runs the Deaf Friendly Schools project, a training scheme to increase the 'Deaf Friendliness' of mainstream schools (Rustemier, Training for Inclusion, 2002). 3.4 Teacher's Prerogative Teachers obviously have an important role in the guidance and development of a student in need of special educational needs. First and foremost, teachers need to demonstrate that they have high expectations of all pupils; irrespective of their social, cultural, linguistic, religious and ethnic backgrounds, and are committed to raising their students educational achievement. They must know and understand the values, aims and purposes and other basic teaching requirements set out in their National Curriculum Handbook. This means that, teachers must demonstrate that they understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on less common types of special education needs. Though the above points are targeted at teachers, it is imperative that the government implements initiatives to make this programme a success, by supporting the development of teacher training in this area (Michael Farrell, Ch.2, p.24-25, 2003). 4.0 Law Integration or inclusion is assumed to be when a pupil with SEN attends a mainstream school whose systems remain unchanged and in which extra arrangements are made to provide for the pupil's education. Inclusion encourages schools to review its structures, approaches to teaching, pupil grouping and use of support to enable the school to meet the diverse learning needs of all its pupils (Michael Farrell, Ch.2, p.27, 2003). The first law to integrate disabled children (students) was passes as the 1981 Education Act. This was replaced as the 1993 Education Act (EA) which later became the 1996 EA (Part 4). Despite more and more features being added to the subsequent EA, the 1993 EA brought about some very important legislative changes concerning children with disabilities, learning difficulties, and challenging behaviour. These included: Revisions to the statutory statement process on how schools and LEA should identify, assess, record, meet and review special educational needs of the disabled. A new Code of Practice. A new independent Tribunal to hear appeals. A requirement by schools to draw up, publish and report their special educational needs policies. There was however a hitch. The Acts of 1993 and 1996 said that children should be educated in mainstream schools so long as the child's needs were properly met, other children's education was not affected, resources used efficiently, and parents were in agreement. This is quite contradictory to the Support Groups initiative to remove special schools altogether and make education inclusive (Rustemier, English Law, 2002). In 1997 (DfEE, 1997), the Government released a White Paper on, Meeting Special Educational Needs: A Programme of Action (DfEE, 1998). The Programme planned for greater inclusion of disabled children in mainstream schools, though with a continuing role for special schools (Rustemier, English Law, 2002). 2002 saw the emergence of a new statutory framework for inclusion, wherein, disabled children had the right to education in mainstream schools with statements of special educational needs. This was a positive move to attract more and more disabled children into the mainstream curriculum. The 1996 EA was amended by Part 1 of the Special Educational Needs and Disability Act (SENDA) 2001, so that all children with statements could be educated in a mainstream school unless, they were a cause for inefficiency, and against parental choice. The LEA can only refuse, if it can demonstrate that there are no reasonable steps it can take to prevent the child's placement affecting other children. To support this statutory rule, parents and their children are involved in the decision process (Inclusive Schooling - Children with Special Educational Needs, DfES, 2001). Part 2 of SENDA made provision for access to education for the disabled and came into force in 2002. This amended Act made it unlawful to discriminate against disabled children and students (Rustemier, English Law, 2002). The new law makes it unlawful to discriminate against disabled students in admissions, education, associated services and exclusions. From 2003, colleges and universities have been aiding disabled students, and from late 2005 most institutions have modified their structures to remove obstacles that could hurt or pressure disabled students physically. In summarising the legal disputes put across the Special Educational Needs Appeal Tribunals, High Court, and Court of Appeal in the UK, orders to arrange special educational provision specified in the statement has been made mandatory; however, this rule does not guarantee whether these disabled children are legally entitled to have those needs met in a mainstream schools. As mentioned previously, the recent legislative changes brought about by SENDA 2001has strengthened the right to mainstream placement but there remain exceptions. A school can demonstrate why an inclusive placement, with supplementary aids and services, is unsuitable for the rigours of mainstream curriculum (Rustemier, English Law, 2002. The Special Education Needs and Disability Act 2001 (SENDA), is an important piece of legislation in its own right. The SENDA amended the Disability Discrimination Act of 1995, and part 4 of the Education Act 1996. It makes for provision against discrimination on grounds of disability in schools and other educational establishments. SENDA is supplemented by a Code of Practice concerning schools known as the Disability Rights Commission, 2001(a) and by another for the Code of Practice for the post-16 sector, called the Disability Rights Commission 200(b). SENDA Part I Part 1 of the SENDA amends the Education Act 1996 for children with SEN. It strengthens the right of children with SEN to be educated in mainstream schools unless this is incompatible with the wishes of their parents or the provision of efficient education for other children. Also the LEA has to demonstrate that there are no reasonable steps they could take to prevent the incompatibility. SENDA requires the Local Education Authority (LEA) to arrange services to provide advice and information for the parents of children with SEN. LEA must arrange a means of resolving disputes between parents and schools including appointing an independent person to help avoid or resolve disputes. There is also a rule that states that LEA must comply to prescribed periods with orders of the Special Educational Needs and Disability Tribunal (SENDIST). When the LEA decides not to oppose an appeal by a parent to the SENDIST, the appeal is to be treated as having been decided in favour of the appellant. SENDA Part 2 Part 2 of the SENDA concerns disability discrimination in education. Do not treat a disabled pupil less favourably for a reason relating to his/her disability for someone without disability, without justification. It is unlawful for a responsible body of a school to discriminate against a disabled child who might become a pupil at the school in relation to its admission arrangements, exclusions or in the education or associated services provided for or offered to pupils at the school. The SENDA requirement for England and Wales on LEA and schools to draw up accessibility strategies and plans to improve access to education in schools over time are: Improvements in access for disabled pupils Improvements in access to the curriculum Physical improvements to increase access to education and associated services Improvements in the provision of information in a range of formats for disabled people Under the planning duties, governing bodies must include information in their annual reports about the accessibility plan showing how they will increase access for disabled pupils to education at the school. If a parent considers that a responsible body has discriminated against his/her child, they can claim unlawful discrimination. The SENDIST, which may order a remedy, except financial compensation, will hear such claims relating to: Fixed period exclusions from all schools Admissions and permanent exclusions from all schools other than maintained schools and city academies Exclusion appeals panels can order the pupil's reinstatement (Michael Farrell, Ch.1, p.18-21, 2003). 5.0 Findings A report by the Audit Commission on special education revealed that it was as inexpensive to educate a child with learning difficulties in a mainstream school with support as in a special school. The only hitch was that resources (funds and trained staff) were not complementing the growth of mainstream population that included the disabled (Getting in on the Act: Provision for Pupils with Special Educational Needs and Getting the Act Together: A Management Handbook for Schools, both 1992, HMSO, London) (Rustemier, Moving resources, 2002). In 1998, the Labour Government announced increases in resources for inclusion as part of its Action Programme for special educational needs. There are two sources of Government funds for inclusion: 1. Schools Access Initiative, and 2. The special educational needs element of the Standards Fund. 220 million was available through the Schools Access Initiative over the period 2001-4. The Standards Fund funded projects under SENDA (2001) (Legislating for Inclusion), and 91 million for the period 2002-3 compared to 82 million in 2001-2, 55 million in 2000-1, and 35 million in 1999-2000. (CSIE Money for Inclusion) A report in The Schools Access Initiative that was run jointly by the National Union of Teachers (NUT) and Scope for integration of inclusion in mainstream system showed astonishing results. The report evaluation showed that 65% of schools felt that children with special educational needs made rapid academic progress since entering mainstream classes, and 90% reported better attitudes among other children. This is an indicator that despite the notion that children with special needs would be frowned upon, or become liabilities, the inclusion programme is indeed a move in the right direction to child equality, justice, and discrimination (The report, Within Reach 3: An evaluation of the Schools Access Initiative 2001) (Rustemier, Government Funding, 2002). 6.0 Initiatives One policy that has taken the nation by storm is the implementation of 'benchmarking' at all levels of the education system. September 1998 saw the implementation of this pilot project, wherein, all schools have been asked to set up and publish annual targets for their student's performance in National Curriculum assessments and public examinations using benchmark information of results achieved by similar schools (Janice Wearmouth, Ch.4, p.69, 2000). The Green Paper, Excellence for All Children (DfEE, 1997), supports the principle that children with special educational needs should be educated in mainstream schools. It states that, where pupils have SEN, there is a strong educational, social and moral ground for their education in mainstream schools (p. 34). However, the paper does not stress on children with SEN attending special schools should be transferred to ordinary schools. The paper further supports a greater integration of children in ordinary schools, assuming that children with significant disabilities will not affect the education of other children (Elias Avramidis, Phil Bayliss and Robert Burden, p.2, 2000). 7.0 Conclusion We have seen the importance of inclusion of SEN students in mainstream schools. The Government with specific initiatives to include children with learning disabilities into mainstream education has been a mixed bag. Teachers who have been involved in training disabled students find the proposal of the government to include SEN students in the mainstream positive. These teachers should shape the curriculum and assessment according to need and ability. Special provision in the form of Pupil Support Units, special learning zones within schools, trained professional teachers will help inclusion in mainstream schools. Competitive market-driven policies impact most vulnerable children and penalise dedicated of teachers. Most striking is the goodwill of teachers who believe in inclusion and try to make it work but find their effort go unnoticed. This has made policy makers take note, and initiated a thorough review of policy and change. The Government's existing policies on SEN need to be reviewed to include coherence in thought and action. There is sufficient evidence to demonstrate that the needs, interest and potential of many disabled children with special needs are not being met. Attempts must be made to fit the scheme to the target and demands of the National Curriculum. It is however difficult to see how the government can, with integrity, pursue personalised learning and assessment for learning without addressing the constraints and anomalies which impede effective practice. Unless it enforces laws to include SEN in mainstream schools, the process of integration or inclusion will remain static. The principle of natural proportion requires a more equitable approach to admission and retention of children with special needs can become more feasible with a more intelligent and sensitive approach to the accreditation of children for whom GCSE and other attainment benchmarks are inappropriate and counterproductive (Teachingexpertise, 2006) 8.0 References 1.0 Michael Shevlin, ISEC, Hidden Voices: Young People with Disabilities Speak about their Second Level Schooling, www.isec2000.org.uk/abstracts/papers_s/shevlin_1.htm 2.0 Michael Farrell, Understanding Special Educational Needs: A guide for student teachers, Routledge Falmer, 2003 3.0 Katie Rice & T. F. McLaughlin, Childhood and Adolescent Depression: A Review with Suggestions for Special Educators, Page 85, 2001 4.0 Sharon Rustemier, Inclusion, Centre for Studies on Inclusive Education, http://inclusion.uwe.ac.uk/csie/studnts02.htm 2002. 5.0 Joan Dean, Managing Special Needs in the Primary School, Children with Learning Difficulties, Routledge, 1996 6.0 Janice Wearmouth, Benchmarking, National and local policy constraints, Special Educational Provision, Hodder and Staugton, The Open University, 2000 7.0 Elias Avramidis, Phil Bayliss and Robert Burden, Educational Psychology, A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority, http://www.bath.ac.uk/education/epic/aviramidis.pdf 2000 8.0 Teachingexpertise, Inclusive education: time for a major review of national policy/SEN, www.teachingexpertise.com/articles/sen Read More