Inclusion and Meeting Special Education Needs - Essay Example

Inclusion and Meeting Special Education Needs Inclusion and Meeting Special Education Needs 1 The concept of social inclusion According to Higgins et al (2009, p. 479), a society that is socially inclusive is one that individuals feel appreciated, their differences are valued, and their needs are achieved. Therefore, they have self-esteem. Social segregation is a state of being oppressed socially, economically, politically, and culturally within the community. 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 to all entities and companies in the community, for instance, occupation, medical care, and schooling (DSS, 2000, p.1). The main intention of social inclusion is to eradicate favoritism and support social unity meant to boost peaceful coexistence within a community. One main area of social inclusion is to develop a framework that focuses on improving educational attainment among all children within the community regardless of their individual difference and families (Frederick and Cline, 2009, p.34). Yee and Dumbrill (2003, p. 23) noted that, by teachers removing barriers to educational engagement and educational achievement, children would be able to take part in educational activities, and succeed in all aspects of education within the school community. Social inclusion within the school setting in closely linked to school leadership style that develops a justice system within the school context (Keith and Maloney, 2005, p.98). School social inclusion can be seen as an attempt to integrate all aspect of the schools through various social groups established by the school administration. It may be described as how different individuals within the school context are recognized and treated with respect irrespective their backgrounds (Power and Wilson, 2000, p.66). 1.2 Social inclusion educational implications Social inclusion in education is a course of action that aims at removing barriers to acquiring educational needs, and develops their aptitudes. These aptitudes could be theoretic, realistic, social in nature, and cultural (Power and Wilson, 2000, p.66). Social inclusion in education presents a well-planned education system that caters for different individuals in different backgrounds. These expanded requirements should be prepared and directed locally (Power and Wilson, 2000, p.66). A study conducted by Power and Wilson (2000, p. 89) indicated that implementing the concept of social inclusion within a school can be channeling in two aspects. These are economic aspect and the cultural aspect. Looking at the economic aspect social inclusion would be challenging because of issues of labor market and education system (King-Sears, 2008, p.62). Education system should provide avenues for obtaining successful economic areas of interests to the learners (Ball, 2003, p.57). Here, inclusion is emphasized within the school to enable every student obtain credentials that will assist them join the labor market in the future without any difficulties (Ball, 2003, p. 56). Industries also require new forms of educations to fit the societal development demand. Thus, these inclusions should be in such a way that, students obtain proper knowledge that fits the dynamic changing society without discrimination (Ball, 2003, p. 34). Therefore, this means that students who are disadvantaged should be provided with opportunities that bridge the gap between them, and in turn enhance cultural and social development within the society (Raffo, 2006, 34). Culturally, the inclusion turns out to be problematic when it relates to stereotypes and representations of rules developed because of the schools cultural system (Raffo, et al 2007, p. 77). Here, inclusion looks at the process of representation in terms of gender and background. The teachers ways of communicating with the students about cultural issues within the classroom influence their behavior in class. Distribution of responsibilities within the classroom in terms of gender are mainly influenced by social inclusion in the classroom Mainstreaming classroom activities depending on the special needs of the students, and the significance placed on education values as well as norms within the school settings (Raffo, et al 2007, p. 77). Social inclusion within an education system is a concept that looks at how teachers can use different teaching techniques to assist student that need special help during their learning process (Ainscow and Booth, 2003, p. 98). This inclusion can be a good foundation of education, where different departments with the school work with the school administration to assist the child with special needs. Under the beliefs of social inclusion, every student should be given a chance to access education services and chances irrespective of intellectual or bodily disability (Ainscow and Booth, 2003, p. 98). In reality, this should be conducted in a manner that entails considering the students special needs and education units within the school established norms. This is conducted with a lot of care from the teachers and school administration especially when handling children with special needs (Ainscow and Booth, 2003, p. 98). This in turn, makes them get access to the education facilities, professional services and instruction they need. Different education systems have developed special programs to assist the special needs of these students (Ainscow and Booth, 2003, p. 98). There other situation where teachers exclude these students from the other normal students, though they usually are included in the classroom especially during break and lunch hour or games time (Ainscow and Booth, 2003, p. 98). Theses students share facilities like libraries, toilets, canteens and other social areas within the school context. Other researchers have indicated in their studies that social inclusion of these students with normal students is problematic and time consuming (Ainscow and Booth, 2003, p. 98). Other researchers like Ainscow and Booth (2003, p. 98) noted in their findings that a positive meta- approach with different informative bodies, specialists and school sections can add interventions proposals leading to a positive effect classroom social inclusion, unlike when the school uses personal agencies contesting for support and status(Ainscow and Booth, 2003, p. 98). The study further recommended collaborative approaches when handling matters of social integration within the classroom (Ainscow and Booth, 2003, p. 98). Emotional and social benefits are the important because students getting into social inclusion within the classroom or education context have boosted social interaction with other students within the classroom (Smith, 2006, p. 66). These students are in a position to develop concrete social interaction procedures and improve their communication abilities. This positive interaction with normal students builds a positive effect especially in their future interaction in the future within the society (Smith, 2006, p. 66). This is because when excluded in the classroom they may never learn to work with other people within the community, and learning occurs well through active interaction (Smith, 2006, p. 66). Students also learn effectively through peer teaching. Students are likely to become more directive during their interaction, and learn to solve simple conflicts among themselves (Smith, 2006, p. 66). Furthermore, learners with grave ill health may need support with a diversity of straightforward activities (Smith, 2006, p. 66). Colleagues are a big support to these students with the simple activities. Although, when they are not supervised, these students tend to learn to offer a lot of assistance to others. Therefore, learners can reinforces each other’s behaviors (Smith, 2006, p. 66). An operational complete educational institution has many universal features when it implements social inclusion within its social context. Good schools turn out to be good educators for all their students (Smith, 2006, p. 66). Educational achievements within the schools are achieved through administrative approach of including all members in the activities in the schools that contribute positively to the learner’s ability. Without appropriate maintenance provided by the leader, real inclusive institutes are hard to design (Smith, 2006, p. 66). Teachers and managers should consider that all adolescents must and ought to get proper education in these institutions (Peterson and Hittie, 2003, p. 78). Teachers who implement social inclusion should be flexible, and they should use different teaching methods by mainstreaming different methodologies that cater for individual difference in the classroom (Smith, 2006, p. 66). These teachers should be free with their students, and they should offer suggestions as well as criticisms (Ainscow and Booth, 2003, p. 98). However, these criticisms should not be taken at an individual level. In several social inclusion schools, special teachers and supporters should be available, and they should be used extensively in a school context (Smith, 2006, p. 66). In situations where students and their parents attend integrated programs, their parents get the opportunity to discover and see that most of the students behaviors are normal compared to other students with special needs (McLeskey and Waldron 2000, p. 44). By realizing that their children interact with others smoothly and others accept them, they tend to develop a positive feeling towards their own children. Settings that are integrated provide children with special needs to learn and acquire advanced social skills (McLeskey and Waldron 2000, p.56). They can also develop positive way of thinking through interaction with their friends, and intern develop a positive image by imitating their friends in the classroom (Kochhar and Taymans, 2000, p. 78). In order to encourage individual awareness in the classroom, the teachers should operate fairly with all students in the classroom and not considering those with special needs in the education program (Smith, 2006, p. 66). The curriculum objectives should also be flexible to fit all issues within the school context. The prescribed curriculum should provide all learners with a challenging context to improve their skills and develop intellectual abilities using vital adjustments and supports. All these characteristics are very important for social inclusion to be effective within an education context (Smith, 2006, p. 66). Social inclusion has a positive impact on education because all special students, and normal students display positive outcomes in their academic achievement in a social inclusive classroom (Smith, 2006, p. 66). Special students acquire important interaction skills and suitable communication skills. Their friends acquire skills like accepting other students, tolerance, and respect (Smith, 2006, p. 66). All students should be included in the teaching learning activities in order to implement these skills. This inclusion is significant because all students have to be provided with better education, and should get involved in all educational activities in schools together with their friends (Smith, 2006, p. 66). Finally, students in social classrooms understand that the inclusion is a normal process of learning. They are usually encouraged to ask for assistance, and teachers organize how to tackle them using different teaching methodologies. The children are usually taught to be attentive during classroom activities to attain their own educational needs. They are usually motivated to try learning on their own through classroom interaction with the teachers and other students. With time, special students and normal students learn their difference and work with one another in the classroom. Collaboration is very important in this classroom and students are usually encouraged to work as a group by supporting each other, and learning from one another. References Ainscow, M., and Booth, T. 2003. The Index for Inclusion: Developing Learning & Participation in Schools. Bristol: Center for Studies in Inclusive Education. Askonas, P., and Stewart, A., 2000. Social Inclusion: Possibilities and Tensions. London: St. Martins Press. Ball, S. J., 2003. Class strategies and the education market: The middle class and social advantage. London: RoutledgeFalmer. DSS (Department for Social Security) 2000. Opportunity For All: One year on: making a difference, Cm 4865. London: The Stationery Office. Frederick, N. and Cline, T. 2009. Special Educational Needs, Inclusion and Diversity: A Textbook, 2nd edition. Berkshire: Open University Press. Higgins, N, MacArthur, J., and Kelly, B., 2009. Including disabled children at school: is it really as simple as a, c, d?, International Journal of Inclusive Education, 13(5): 471-487. Kochhar, W, and Taymans. N. 2000. Successful inclusion: Practical strategies for a shared responsibility. Upper Saddle River, NJ: Prentice-Hall. Keith, T. and Maloney, S. 2005. The Routledge Falmer Reader in Inclusive Education. London: Routledge. King-Sears, M. E., 2008. Facts and fallacies: differentiation and the general education curriculum for students with special educational needs, Support for Learning, 23(2):55-62. McLeskey, J., and Waldron, N. L. 2000. Inclusive schools in action: Making differences ordinary. Alexandria, VA: ASCD. Peterson, J. M., and Hittie, M. M. 2003. Inclusive teaching: Creating effective schools for all learners. Boston: Allyn & Bacon. Power, A., Wilson, W., J. 2000. Social Exclusion and the Future of Cities. London: Centre for Analysis of Social Exclusion, London School of Economics. Smith, C. 2006. From special needs to inclusive education, In Sharp, J., Ward, S. and Hankin, L. Education Studies: An issues-based approach. Exeter: Learning Matters Ltd. Yee, J. Y. and Dumbrill, G.C., 2003. Whiteout: Looking for Race in Canadian Social Work Practice. In A. 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