Effect of Education to Special Children - Research Paper Example

SVETLANA STAKUSIC CHILD DEVELOPMENT III DEVL 7002 REASERCH PAPER: EFFECTS OF EDUCATIONAL EDUCATION TO SPECIAL CHILDREN December 06, 2007 Table of Contents Introduction………………………………………………………………………………………..1 Background of the Study………………………………………………………………….1 Research Problem…………………………………………………………………………2 Objective…………………………………………………………………………………..2 Significance of the Study………………………………………………………………….2 Limitations of the Study…………………………………………………………………...3 Review of Related Literature……………………………………………………………………...4 Summary, Conclusion and Recommendation……………………………………………………..5 References Abstract Inclusion, a word which means, to include, is used widely in the field of education. This paper will focus on finding out what are the effects of educational inclusion to students with disabilities and required special treatment and needs. And throughout the course of this study, the researcher will analyze if these effects are positive or negative, and if they are beneficial to the children with disabilities/abnormalities that are studying. Thesis Statement The advantages of inclusion for children with disabilities or abnormalities in the educational system outweigh the disadvantages. Chapter 1: Introduction Background of the Study Generally and grammatically, inclusion is generally defined as “the state of being included” (Merriam-Webster Dictionary). Though this term is more widely used in the realms of education, the term is also used in the area of disability rights and in the field of taxonomy. However, this paper will only focus on the inclusion regarding education. Inclusion on Education According to the Wisconsin Educational Association Council (2007), “inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth.” Generally, people who have other disabilities have not been able to attend regular classes due to there their physical or mental deficiencies, thus creating an atmosphere of being secluded from the public and suffer from social stress and personal development. However, as years pass by, laws were created to supervise the possibility of these children having lessons inside the comfortable environment where they could undertake there education. It was the law called LRE (Least Restrictive Environment), which made way for special children to be place in regular classes instead of having special classes which have been the traditional training for these atypical students. Several studies served as the backbone of this law and it quickly gained support in the year 1930s, when it was established, and in the year 1960s, when the rapid growth was formally announced as a breaking away from the traditional segregated self-piece practices (Dunn, 1968; Johnson 1962; Kirk 1964; Quay 1963). It was the concept of LRE that led way to the development of other laws such as IDEA (Individuals with Disabilities Educational Act) which took care in improving the rights of special children in education so that they could experience normal lifestyle as far as possible. Research Problem What are the effects of educational inclusion to the special children who requires special needs? Are these effects positive or negative/advantageous or disadvantageous to them? Objective The aim of this paper is to explore the various possibilities in which inclusive education for the special children can be attained. It will cover the pros and cons of being in an inclusive education. It will also feature the outcomes of the surveys conducted about special education programs. The end result should prove that inclusion of special need children in education is better for the special need child. Things such as the participation of the parents, teachers and peers, and the improvement of the environment where inclusive education is taking place will also be taken into account in conducting the survey. Overall, this paper will offer a concise and general picture of the situation about the inclusive education for the students with disability. Significance of Study This study will be highly beneficial for three specific groups in the society, namely: the educational institution, the parents, and the whole community. Firstly, this research will be favorable to educational institutions that are concerned to the welfare of special students. It will be much great help for them especially in formulating lesson plans and school policies that will help the special children’s development. Through this study, they will be able to know that what will be advantageous for the special need student will be worth more than the disadvantageous for the students in concern. Also, the parents will also profit from this research especially those who have children that have disabilities (ex. Autism, Down Syndrome, Blindness, Deaf, etc.). It will help them to prepare themselves emotionally and mentally on how they should take care of their special children. It will show that inclusion is the better option for their child. Lastly, the study will be helpful for the whole community in order for them to gain knowledge about the special cases of the children with disabilities. It will help them learn on how they can help these children to not feel alienated from them community. Thus proving inclusion is the best route for special needs children. Limitations of the Study Though the subject of “Inclusion” has a wide coverage, this study will only focus on inclusion in the field of education. Also, the people that will serve as respondents for the study are the people who came from educational institutions especially those who are in-charge in the teaching of special children. Chapter 2: Review of Related Literature Historical background The lack of educational options for students who have disabilities are the starting point of this study and other researches. Additionally, the traditional educational options became the primary concern of the research since it is assumed that it was static and difficult for the students. However, the principle of LRE emphasized that the needs of family and students with disabilities are not permanent and that changes within the program options must be done to cope up with the changes that are happening to the children with disabilities (McNulty et al 1996). But in reality, this program still remain the same and most of the families and students with disabilities still suffer due to the fact that they should be the one following the program’s flow. However, in 1986, the Secretary of Education, Madaline Will, of the United States of America highlighted what is suppose to be the limitations of the program that they created and was destined to help students with disabilities to achieve success in the school system. The reasons she believed as why the program was not sufficient enough was that professionals, like her, all believes that children with disabilities can be treated the same. Further inconsistencies was brought up by the classification and labeling system that was implemented and as the students were separated, most took it negatively. Pros and Cons of Inclusion The idea revolving around inclusion is the benefits that can be achieved by the special children both socially and academically. Their academic standard must be higher than those children without disabilities so that their learning can be enhanced and the same goes on for academic achievement. Furthermore, people who support the rapid growth of special education has pointed out that the high standards of education for the special children is necessary because they are less likely to maintain employment or to stood without help from other sources (O’neil, 1993). Supporters of full inclusion pronounced the abolition of placement options (ex. special schools and self-contained classroom) and placing children with disabilities inside the regular classroom with normal student who are taking normal education system. This kind of environment and support from people whom they do not know personally reflects the idea of a more humane atmosphere for all students regardless of there condition (Berhman, 1993, Staub and Peck, 1994). Moreover, supporters stress that the potential of children with disabilities are being limited due to the systems they are implemented in. Opposite to the idea of fully inclusive education, critics claim that teaching as if “one size fits all” neglects the special care that most of the special students needs. Also oppositions assume the idea of special education is being supported just to reduce its cost (Skanker, 1994). Critics also emphasized the attention of inclusion practices that affects the regular education in the classroom in several ways (Willis, 1994). One of these practices focuses on the social life and behavior of disabled students and putting academics as second priority. And lastly, critics have pointed out that some regular teachers could lack the appropriate skills, support and assistance in meeting the needs of his/her students (Skanker, 1994; Willlis, 1994). The opposition’s reasons for exclusion for special need students are valid, but lack one important element. The fact is special need students that are not included in mainstream education do not have the ability to cope in real life situations without being excluded. The simple fact is special needs people exist. By mainstreaming them in school helps not only these individuals, but those without special needs into adapting together. Inclusion is the better method for all children, those with special needs and those without. Chapter 3: Summary, Conclusion and Recommendation Summary The study about Educational Inclusion started with the problem of what are its effects to the special children who requires special needs. With the said problem, the effects that are being searched for can be divided into positive or negative effects, and can be classified if these effects are for the special children’s advantage or disadvantage. Conclusion Based on the data that the researcher has gathered, the possibility that children with disabilities could live a normal life is really small. These children were used to have someone by their sides to assist them with their everyday lives, making them dependent to other people. Even if they are subjected to an inclusive education, they still cannot attend regular classes with normal student because of their special needs. It is still unavoidable that these special children will not suffer from depression and low self-esteem brought by the environment that they belong and by peers who cannot resist separating themselves. Their special condition prevents them to act normally and to enjoy their education and appreciate it; not only that it haunts them during their youth but also in their adulthood where they could not live independently. Furthermore, it is not highly convincing that most of the student with disabilities will be able to cope up with the outside world after they finish with their studies and as we can see from the research gathered, most of them did not manage to find employment. Having stated the negative side of inclusion, the positive side outweighs the negative. Disabled or special need people are not segregated from society. They might have caregivers and helpers, but they shop, work, live, and go to the same places ordinary people go. If children are segregated in the beginning, special needs children will feel more ostracized not only in school, but afterward as well. The ‘normal’ children will not know how to interact with special need students during and after school. Inclusion will help all children to live together. Recommendation In order to make a much effective and reliable study about Educational Inclusion, future researchers should be get in-touch with the larger body of the educational institution especially those who are handling special schools. Also, people from the medical field, especially, the psychologists, should get involve in the study in order to attain deeper understanding of the development of special children. Studies should also be done on student bodies that implement inclusion, not only the special needs children, but all of the children. References ONeil, J. (1993, November). Inclusive education gains adherents. ASCD Update, 35(9) , pp. 1, 3-4. Staub, D., & Peck, C. A. (1994-1995). What are the outcomes for non-disabled students? Educational Leadership, 52(4), pp. 36-40. Asante, S. (n.d.). What is Inclusion?. n.d. Retrieved November 27, 2007, from Inclusion Press website: http://www.inclusion.com/inclusion.html Coping-Org (n.d.).Classroom Strategies for Inclusion of Students with Communications and Learning Disorders (n.d). Retrieved November 28, 2007, from Coping-Org website: http://www.coping.org/specialed/inclusion.htm Cyc-net (2007). The perspectives of “difficult” students on belonging and inclusion in the classroom(2003).Retrieved November 26, 2007, from Cyc-net website: http://www.cyc-net.org/cyc-online/cycol-1203-ellis.html Education-World. (n.d). Inclusion: Has it gone too far (n.d.).Retrieved November 27, 2007, from Education-world website: http://www.education-world.com/a_curr/curr034.shtml Division Treatment and Education of Autistic and related Communication-handicapped Children. (n.d.). Inclusion for Children with Autism. n.d. Retrieved November 27, 2007, from Division Treatment and Education of Autistic and related Communication-handicapped Children (Division TEACCH) website: http://www.teacch.com/inclusion.html Merriam-Webster Online. (n.d.). Inclusion. n.d. Retrieved November 27, 2007, from Merriam-Webster Online website: http://www.m-w.com/cgi-in/dictionary?book=Dictionary&va=inclusion Wisconsin Educational Association Council. (2007). Special Education Inclusion. March 2007. Retrieved November 27, 2007, from WEAC (Wisconsin Educational Association Council) website: http://www.weac.org/resource/june96/speced.htm World Education Forum. (n.d.). Inclusion in Education: Participation of Disabled Learners. n.d. Retrieved November 27, 2007, from World Education Forum website: http://www.unesco.org/ education/wef/en-leadup/findings_inclusion.shtm Read More