The inclusion debate on whether children with special needs should be included and integrated in the mainstream classes in the UK has been one of the most prolonged and protracted educational debates in the recent history of the country's education. Several reports compiled by different commissions appointed by the government have been subject of an ongoing public debate…
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Special Education Needs (SEN) refers to that extra or different wants of children will have due to the fact that such experience unusual learning difficulties something which lead to such children to experience difficulties not only in learning but also having an equal access to education, training and even work opportunity. Besides, language difficulties such children experience, numerous challenges, difficulties in cognitive process, and behavioural difficulties as well as psychomotor difficulties.
The inclusion debate has also been concerned with the continuity dilemma for children with special needs given the fact that most children with special education needs find it hard to fit in the higher education levels as a lot of government help has in the past been given to the primary level (Audit Commission, 1992). This imbalance has created a different kind of treatment for children with special education at primary school level and different treatment when such children graduate into higher levels of education. This has been a challenge and has been fronted as a main argument by the proponents of the inclusion debate who argue that inclusion will put the children with special education need at an advantage in that if they are integrated into mainstream classes, as opposed to specialist schools, they will advance their chances of performing well at higher levels of education (Copeland, 1991). Children with special education needs are more likely to miss opportunities of higher education, as there are no sufficient numbers of higher-level education institutions, which offer specialised education (Brown, 1994).
Therefore most children with special education end up getting admission to mainstream universities and colleges where special treatment is not high compared to the primary level of education. There is a need to include or integrate children into mainstream classes early enough so as to prepare such children to fit normally in mainstream colleges and universities. Children who attend specialist schools are more likely to take a long time to fit into the mainstream colleges and universities than children with special education who attended mainstream schools early in life (Allen, 1994). Specialist schools have been negatively viewed as being associated with the disadvantaged, the less fortunate, the mentally ill, the deaf and such negative labelling which can affect the self-esteem of children with special education needs. Therefore specialists' schools meet the immediate needs of the children at primary school level but do not prepare the children for challenges associated with higher levels of education.
The other challenge for those children who attend specialist school is that the children may get used to specialised treatment due to the availability of special equipment and specialised staff. This is lacking in most institutions at higher levels of education and such children are more likely to experience problems in future when trying to change and fit into a mainstream class. The debate surrounding special education needs has been surrounded by controversies in agreeing to what constitutes of special needs, what to be included and what not to include. This has led to debate on whether some conditions such as dyslexia were
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SENDA introduces the rights of disabled students and says that they must not be discriminated against. This includes education, teaching and other facilities provided exclusively or primarily for students offered by organisations including additional and higher educational establishments and universities.These statements are directed to those schools that are mandated to accept people with disabilities in compliance with the law, so it will be discussed in this paper.
According to the study conducted, the acceptance of SEN students in the UK and their inclusion, in the learning system has been a long struggle initiated by activists in support of rights of the disabled. This group of advocates for inclusion shunned away from the past injustices of segregation of disabled students in the UK education system.
Rigorous levels of work have been manifested on this domain at the national level and the governments also have adopted various policies with their following impacts on the schools. As for instance in schools in England, the real focus is given on the bureaucracy of inclusion and managerial approach which somewhat denies the very important role of the teacher in the schools.
This definition calls for an extension on the scope of disabilities to include all inabilities (physical or mental) that might be a hindrance to normal learning. For learners with English as an additional language who also have special educational needs, the topic of special education provision becomes even more important and relevant.
Therefore, I am currently working with two children in their music lessons; one of which needs to be encouraged and be reminded in order for him to remain on task in the session, and the other being quite hyperactive. This paper describes ways in which I can deal with the situation on the basis of my school training experience.
The system of education in the United Kingdom is set to provide quality education to the children, to create an innovative and efficient youth force in the country. However, the very system of education is more objective rather than the required subjective approach.
The major policy development in the field of special needs education in England and Wales in the 1990s was the introduction, as a consequence of the 1993 Education Act, of the Code of Practice on the Identification and Assessment of Special Educational Needs.
Social inclusion looks at all factors that prevent individuals feeling excluded within their community (Askonas and Stewart, 2000, p.54).
Social inclusion considers the recommendation of some rights and public freedoms
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