How an SEN School Can Be More Inclusive - Essay Example

DEMONSTRATIONS OF INCLUSIVE PRACTICE WITH EXAMPLES AND SUGGESTIONS ON HOW A SEN SCHOOL CAN BE MORE INCLUSIVE. In the sphere of modern age education is considered to be one of the most important and essential foundations to attain freedom and empowerment in order to achieve respect and integrity. It is also recognized education as a fundamental building block for human development and one of the strongest instruments for reducing poverty (World Bank 2010). UNESCO expanded its vision of education by incorporating “Education for ALL”, as global movement to provide quality education to all during its World Foundation forum held in Darkar, Sengel in April, 2000. One of fundamental blocks for “Education for ALL” is incorporating the concept of “Inclusion”. Inclusion is a philosophy based on values aiming to maximize the participation of all in education by minimizing exclusionary and discriminatory practices (Booth, 2005). The definition and practice of inclusive education, however, can vary significantly between cultures and educational systems (Dyson, 1999). The turning point in the debate on inclusive education was the adoption of UNESCO’s “Salamanca Statement and Framework for Action on Special Needs Education” which stated that “those with special educational needs must have access to regular schools which should accommodate them within a child centered pedagogy capable of meeting these needs” (UNESCO,1994: p.viii).. The education of children and young people with special educational needs (SEN) and disabilities is now an established key policy objective in many countries (Lindsay, 2007). For example, inclusion has been made the integral part of Every Child Matters (ECM) policy of UK which was passed as Children Act 2004. Because of this act, there has been a marked changed in the policy making regarding education and orgainising of children’s services in England. Inclusive school practice has brought about changes in several dimensions of the educational support for students with special educational needs (SEN) (McLeskey & Waldron, 2000). The circumstances in which the individuals with SEN are placed are deemed to be foundation of this change rather then the individual’s capabilities itself. Thus the concept of inclusion better conveys the right to belong to the mainstream and a joint endeavor to end discrimination and to work towards equal opportunities for all (CSIE, 2002). However implementation of this concept of inclusion in practice is faced by a number of barriers including having adequate resources, conflicts between stakeholders, cultures and policies. One of the dilemmas being universally faced is the teacher’s crucial role to successful implement inclusion and to take ownership of inclusion and believe in their own competence to educate students with special educational needs (Thomas et al, 1998). This may present a challenge since the underlying assumption has been that students identified as having special needs belong in a different place, as well as a different pedagogical category, and thus could not be taught successfully by ordinary teachers (Avramidis et al., 2000). Moreover in different parts of the world especially in developing countries the deprivation of respect in the society of individuals having SEN, an inflexible curriculum, environments which are not safe and not conductive to establish an educational environment free from external influences and last but not the least minimal and inattentive involvement of parents makes the things all the more complex. Another barrier which is faced in implanting a sound inclusive education plan is the regulations, laws, circulars, codes of practice, and other legal documents which constitute outlets for the official educational policy, however, it is not realized literally, but is rather interpreted and put into practice in accordance with the local circumstances (Agaliotis & Kalyva, 2010). Local circumstances may prevent the realization of official educational policy or alter its character, especially in educational systems in which production of educational policy takes place at many different levels (Fulcher, 1989). The voice and experiences of children with SEN are not sought often. When they are consulted, the process is often tokenistic and their views are largely ignored (Noble, 2003 cited in Rose and Shevlin, 2005). In order to deal with the forgoing barriers and challenges, there is an utmost need to reform the educational system at the local as well international level by providing relevant guidelines, policies and legislations which will guide the schools and teachers. The need for a careful examination of teachers’ perceptions regarding the introduction of SEN organizers is even more predominant in educational systems characterized by the production of educational policy at many different levels, as in such systems state definitions of roles, duties, and appropriate practices serve mainly as frameworks of confrontations among the competing interests of each level (Vlachou, 2006). Teachers emphasized the need for additional preparation in six areas: behavioral concerns, conflict resolution, and social skills; identification of students with special needs; adaptation of curriculum and materials; adaptation of instructional strategies; legal regulations and individual education programs (IEP); and co-teaching, teaming and collaboration (Kamens, Loprete, & Slostad, 2000). It has been found that teachers’ confidence levels are raised when exposed to training techniques that address inclusion in the classroom (Destefano, Shriner, & Lloyd, 2001). The solutions to the barriers have more effectively been incorporated in the Index of Inclusion. The Index of Inclusion is a resource to support the inclusive development of nurseries, playgroups, parent and children’s centres, crèches, child minding, homecare, clubs and play schemes (Booth et al., 2000). The theme of the index is based on the values of democratic leadership, collaboration with all the stake players, addressing diversity in individuals especially with SEN, behaviour and lastly addressing the individuals who are suppressed and those who cannot raise their voice in schools. The process involves in-depth analysis of the views and experiences of key stakeholders on barriers and obstacles to educational access, participation and achievement, as well as an investigation into the ways in which such barriers can be reduced or eliminated for all students. There are various ways by which inclusive practice can be incorporated in daily teaching so that the children can enjoy and learn. These practices should be designed in such a way that the objective of teaching is accomplished to both groups of children without SEN and with SEN. For example, drawing art, learning through photographs, employing various multimedia facilities, videos and other interactive ways in which the children having disability can participate in a fruitful manner. Moreover interagency involvements also play a crucial role in the implementation of inclusion in countries. An example of this implementation is the collaboration of UNESCO and European Agency for Development in Special Needs Education working together on project of “Inclusive Education in Action” (IEA), which is helping a number of countries implement inclusive practice in an effective manner. In conclusion, it can be said that in modern society the policy of inclusion plays a pivotal role in an individual’s life in many ways and makes him or her able to function at different levels of the society such as politics, science and art. The world is trying to pursue under policies by agencies such as UNESCO and others to abolish the distinctions created between children with or without SEN which will lead to full inclusion of children with SEN to function at every level. This elimination of distinction will pave way for the children with SEN to cross barriers of administration and organizations and make their living in a respectable and honourable way. References: Agaliotis, I., Kalyva, E., (2010). A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education. Teaching and Teacher Education. 10th Nov 2010, 1-9. Avramidis, E., Bayliss, P., and Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one Local Educational Authority. Educational Psychology, 20 (2), 193-213. Booth, T., Ainscow, N., Black-Hawkins, K., Vaughan, M., Shaw, L., (2000). Index for Inclusion: Developing Learning and Participation in Schools. CSIE, Bristol. Booth, T., (2005). Keeping the future alive: putting inclusive values into action. Forum 47 (2), 151–158. CSIE (2002). Defining Inclusion. Retrieved 25 August, 2008, from http://inclusion.uwe.ac.uk/csie/studnts02.htm Dyson, A., (1999). Inclusion and inclusions: theories and discourses in inclusive education. In: Daniels, H., Garner, P. (Eds.), World Yearbook or Education. Kogan Page, London, pp. 36–53. Destefano, L., Shriner, J. G., & Lloyd, C. A. (2001). Teacher decision making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68(1), 7–22. Fulcher, G. (1989). Disabling policies? A comparative approach to education policy and disability. London: Falmer. Kamens, M. W., Loprete, S. J., & Slostad, F. A. (2000). Classroom teachers’ perceptions about inclusion and preservice teacher education. Teaching and Teaching Education, 11(2), 147–158. Lindsay, G. (2007). Educational psychology and the effectiveness on inclusive education/ mainstreaming. British Journal of Educational psychology, 77, 1-24. McLeskey, J., & Waldron, N. L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: Association for Supervision and Curriculum Development. Rose, R., and Shevlin, M. (2005). Encouraging questions and raising voices. Paper presented at the Inclusive and Supportive Education Congress (ISEC) International Special Education Conference, 1st – 4th August 2005. Glasgow, Scotland. Thomas, G., Walker, D., and Webb, J. (1998). The making of the inclusive school. London: Routledge/Falmer. UNESCO (1994) The Salamanca statement and framework for action: adopted by the world conference on special education needs: access and quality. Salamanca, Spain. Vlachou, A. (2006). Role of special/support teachers in Greek primary schools: a counterproductive effect of inclusion: practices. International Journal of Inclusive Education, 10(1), 39-58. World Bank. (2010). Education. Available: http://go.worldbank.org/TPRARE9EB0. Last accessed 6th Dec 2010 Read More