Inclusion in Relation to the Educational Environment - Assignment Example

Inclusion and inclusive practice Introduction Nowadays globally around 10 per cent of the population, or 650 million people, have one or more disabilities. Currently more and more countries take the initiatives aimed at inclusion of people with disabilities in education, the workforce, decision making, health and legal services, provide them an access to transport and information. There is the Convention on the Rights of Persons with Disabilities (CRPD), adopted by the General Assembly of the United Nations and ratified by many countries, which is considered to be the first binding human rights instrument that explicitly refers to disability in an international treaty (Kayess, 2009). Kayess (2009) asserts that the most innovative element of the Convention is that “people with disability can participate fully in all aspects of life” (p.15). The equal right to education for persons with disabilities is also clearly stated in the Convention’s Articles. 1. What is inclusion in relation to educational environment? In June 1994 the UNESCO’s World Conference on Special Needs Education have produced the important document that has become a guide for governments and organizations in their Special Needs Education decisions and actions; today the document is widely known as the Salamanca Framework for Action. The document acknowledged that regular schools should accommodate all children, including disabled and gifted children, street or working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalised areas or groups. In this context the term “special educational needs” has been coined in relation to all those children and youth whose needs arise from disabilities or learning difficulties. There also was pointed out that schools have to find ways of successfully educating all children, including those who have serious disadvantages and disabilities. All of this had led to the concept of the “inclusive schools” (UNESCO, 1994, p.6). Foreman (2008) emphasizes that the concept of inclusion is based on the notion that schools should without questions provide for the needs of all the children in their communities, whatever the level of their ability or disability. Mnkandla & Mataruse (2002) conclude that the framework for educational inclusion assumes that, at first, every child has a right to have his/her needs identified and met. Secondly, it assumes that every child has a right to a full and balanced curriculum and that a child with disabilities can be educated in mainstream school. Loreman (2007) argues that inclusive education for a child with a disability should be understood as a resemblance of the all sorts of education that children without disabilities are able to enjoy. In relation to educational environment this means no segregated classes, on the contrary, a full membership in the regular classroom, where children with disabilities spend the vast majority of their time and participate in all class activities. Evidently both educational environment and class activities should be modified to satisfy these needs. According to Loreman, one goal of inclusion is “for every school to be ready to not only accept, but welcome children with disabilities. This may involve not only a change in the way schools are structured and work, but also in the attitudes, beliefs, and values of school staff” (2007, p.23). Loreman’s views are close to Uditsky (1993) who states that: “In the inclusive classroom the student with a significant disability, regardless of the degree or nature of that disability, is a welcomed and valued member. The student is: taught by the regular classroom teacher (who is supported as needed); follows the regular curriculum (with modification and adaptation); makes friends; and contributes to the learning of the entire class [and]…participates in all aspects of school life according to her interests and moves year to year with her peers from kindergarten through high school (p.79). Inclusion should thus be considered an educational perspective or philosophy, that is focused not on the outcome of the educational process as it is measured in academic achievement, but in the most part on how to achieve person-regarding equality (Rae, 1981) through educational settings and classroom placement. The process of putting children with special needs into the regular education classroom is one of the most important concerns of inclusion (Ainscow et a.; 2006). 2. What are some of the practices one might expect to see in inclusive classroom and educational settings? Globally, educational philosophies related to children with special needs have undergone a transformation over decades after the Salamanca Framework for Action. As a result, policymakers, educators, and parents worldwide have made serious attempts to facilitate inclusive educational practices (Avramidis & Norwich, 2002). UNESCO (2001) formulates the Inclusive Classrooms Guide, main messages of which define some kind of educational policy for teachers to deal with the diversity found among any class of children but especially if some of the children have special needs (p.14): The extra needs of children with disabilities or various disadvantages can be met in ordinary classrooms with means available to teachers in any country of the world. All pupils gain when teachers adapt the curricula and their teaching styles to suit the range of diversity that is found among children in any class. Usually these adaptations require little extra equipment but lots of creativity. It is important for teachers to forge partnerships with other professional workers where they are available so that they can be supported in their efforts. Close links need to be forged among schools in a district and with other groups in the community so that children’s needs are addressed out of school as well as within it. Eklindh (2004) makes a clear description of the concept of today’s Inclusive Classrooms, which comprise the following aspects: team teaching; peer-teaching; positive groupings; problem-oriented teaching; open and flexible curricula; individual educational planning, and support when needed. Van Kraayenoord (2007) presents an overview of practicies in Australian schools and classrooms with a focus on the efforts to become inclusive. She pays a particular attention to differentiated instruction (i.e., use of accommodations and modifications to lessons to make information accessible to students with disabilities) and universal design (i.e., careful creation of lessons that allow all students to access and participate in the same curriculum). She recommends the use of such practices as helpful and complementary, addressing specific schools contexts, as well as the diversity of students in the classroom.   In the context of developing countries, the reality is that there are fewer specialised professionals in the field. Muthukrishna (2001) gives an example of the creative and optimal use of existing resources, and the mobilisation of community resources in South Africa. Special schools are converted there into resource centres and integrated into district support teams, providing community-based education support. Such a system may draw on various human resources: from special education teachers and community members to psychologists and therapists, to religious, governmental, non-governmental and private organisations. Lida (2004) offers the Child Friendly Schools approach, designed and proofed in Thailand. The approach has five dimensions: inclusive (proactively child-seeking and providing equality of opportunity for all children); effective (good quality teaching and learning – appropriated to each child’s needs and abilities; aimed to the realization of the child’s potential; intended to enhance teacher capacity, morale and commitment); healthy, protective and save for children; responsive to gender (promotion of gender equality and respect); participatory (child-centered, family-focused and community-based). Nevertheless, as Loreman et al. (2005) assert: “Access to the classroom is the most significant prerequisite to learning in an inclusive environment” (p.178). UNESCO (2001) agrees that the layout of classrooms help children to learn and suggests some ideas (p.80): Children with special needs need to sit close to the teacher and the chalkboard. The room should be arranged so that children can move freely, especially if some have mobility or visual problems. The children’s desks or tables can be arranged in groups so that they can easily work together and help each other. If space permits, it is good if a teacher can set aside an area of the classroom so that she can work with certain children on a one-to-one basis or in small groups for short periods. The teacher should have a variety of activities (books, games, worksheets, etc.) which children can use if they have completed their work ahead of others. The teacher should display charts and posters at children’s eye-level rather than high up on the walls. It is helpful to use large writing, pictures and symbols so that these are easily seen and understood by all children. Some learning is better done outside of classrooms. For example, lessons about plants and animals could be done in the school grounds or neighbouring farms. Children with visual and hearing impairments may find it more difficult to learn if classes are held out-of-doors. Schools may have to arrange for teachers to have suitable rooms if they have such children in their class. The teacher should use various assistive aids and equipment – Teaching Aids: flash-cards to help with reading; wall charts and pictures; Playthings: rattles, dolls, puppets, puzzles, musical instruments, games; Special classroom equipment and furniture; Mobility Aids: trolleys, walking frames and crutches; Communication Aids: boards on which pictures, symbols or words are placed, etc. 3. What do you think is the purpose of special education in inclusive educational setting? There is a considerable controversy regarding the role of special schools, special education and special education teachers, associated with the inclusion issue. According to Hunt & Marshall (2002): “Special Education is the educational programme designed to meet the unique learning and developmental needs of a student who is exceptional” (p.5). They argue that what is special about special education is the unique nature of each individual and the accompanying design of an educational programme specifically planned to meet that person’s needs. Special education is not limited to a particular “special” place; most special educators believe that it should take place in the most normal, natural environment. Stainback & Stainback (1990) also consider that segregating students on any basis is wrong, that all children, whatever their needs and abilities, have a right to an equal education. But Kauffman & Hallahan (1995) argue against such an opinion, they assert that in the field of special education as it has developed, the availability of placement options is a significant feature of providing an appropriate education that meets a student’s unique needs. For example, they stress placing deaf and hard-of-hearing students together, usually in special schools or classes, so that they can be part of a community of students with similar disabilities. Students with other serious disabilities can also profit from a more restricted environment, they assert. The Salamanca Statement and Framework for Action, though strongly advocating inclusion, also recognises that inclusive classes may not be appropriate for some children, and that special schools or special classes may be more beneficial for them: “Assignment of children to special schools – or special classes or sections within a school on a permanent basis – should be the exception, to be recommended only in those infrequent cases where it is clearly demonstrated that education in regular classrooms is incapable of meeting a child’s educational or social needs or when it is required for the welfare of a child and that of other children” (UNESCO, 1994, p.12). I see that special needs education incorporates the proven pedagogy principle that learning must accordingly be adapted to the needs of the child rather than the child should fit to preordained assumptions regarding the place and nature of the learning process. Advocates for responsible inclusion know from first-hand experience that even within diversity there is diversity, so children with the same diversity cannot be catered for in exactly the same way (Collins, 2003). Thus, I think special schools or units within inclusive educational setting can help providing the most suitable education for the relatively small number of children with disabilities who cannot adequately be served in regular classrooms or schools. References Ainscow, M., Booth, T., & Dyson, A. (2006) Improving Schools, Developing Inclusion. Oxon: Routledge. Avramidis, E., & Norwich, B. (2002) Teachers attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.  Collins, P.S. (2003) Inclusion Reconsidered. In Alston, K. (Ed.) Philosophy of Education 2003, A Publication of the Philosophy of Education Society, 449-457. Eklindh, K. (2004) Concepts and Definitions in the UNESCO Conceptual Paper. In UNESCO Bangkok, Final Report, Regional Workshop on Inclusive Education, Bangkok, Thailand, 19-21 October, 46-47. Foreman, P. (Ed.) (2008) Inclusion in Action, 2nd ed. South Melbourne, Vic.: Thomson Learning Australia. Hunt, N. & Marshall, K. (2002). Exceptional children and youth. 3rd edition. New York: Houghton Mifflin Company. Kayess, R. (2009) The Convention on the Rights of Persons with Disabilities: Why it is needed. Development Studies Network, Development Bulletin Special Issue, 73, April, 13-17. Kauffman, J., & Hallahan, D. (Eds) (1995) The Illusion of Full Inclusion: a Comprehensive Critique of a Current Special Education Bandwagon. Austin, Tex.: Pro-Ed. Lida, Y. (2004) Child Friendly Schools as an Approach to Inclusiveness. In UNESCO Bangkok, Final Report, Regional Workshop on Inclusive Education, Bangkok, Thailand, 19-21 October, 94-96. Loreman, T., Deppeler, J., & Harvey, D. (2005) Inclusive education: a practical guide to supporting diversity in the classroom. Abingdon: RoutledgeFalmer. Loreman, T. (2007) Seven Pillars of Support for Inclusive Education: Moving from “Why?” to “How?” International Journal of Whole Schooling, 3 (2), 22-38. Mnkandla, M., & Mataruse, K. (2002) The impact of inclusion policy on school psychology practices in Zimbabwe. Educational and Child Psychology, 19(2), 12-23. Muthukrishna, N. (2001) Developing support for schools and communities within an inclusive education system. In P. Engelbrecht & L.Green (Eds.), Promoting development: Preventing and working with barriers to learning. Pretoria: Van Schiak. Rae, D. (1981) Equalities. Cambridge: Harvard University Press. Stainback, S., & Stainback, W. (Eds.) (1990) Support Networks for Inclusive Schooling: Interdependent Integrated Education. Baltimore: Paul H. Brookes. Uditsky, B. (1993) From Integration to Inclusion: The Canadian Experience. In R. Slee (Ed.) Is There a Desk With My Name On It: The Politics of Integration. London: Falmer Press. UNESCO (1994) The Salamanca statement and framework for action on special needs education. Adopted by the world conference on special needs education. Paris: UNESCO. UNESCO (2001) Understanding and Responding to Children’s Needs in Inclusive Classrooms: A Guide for Teachers. Paris: UNESCO. Van Kraayenoord, C. E. (2007, August 15) School and classroom practices in inclusive education in Australia. Childhood Education. 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