Special Educational Needs Policy and Practice - Report Example

AN AUDIT OF CURRENT PROVISION AND CRITICAL REFLECTION OF THE LEARNING ENVIRONMENT WHERE INTERVENTION GROUPS ARE CURRENTLY CONDUCTED Institution Date Introduction In the last two decades, the concept inclusion in primary education system has become one of the most controversial topics. The term was coined as a result of deinstitutionalisation in the 1970s and education mainstreaming in the 19080s. Present policies and legislations in United Kingdom vehemently support the impression of incorporating students with disabilities into the general training and education classrooms. However, the effectiveness of this initiative has remained an issue of concern to a good number of modern scholars and policy implementers in United Kingdom (Hayward, 2006, p. 257). Although the term inclusion is not a legal concept, the term is used consistently in primary schools and many middle level schools to educate professionals and community members on the significance of supporting people with disabilities to perform effective in formal and informal education system. In most instances, inclusion programmes differ consistently both in terms of implementation and definition in different schools and societies. Some variables, such as the nature and amount of support and school infrastructures, differ from child to child, school to school and from one country to another. As defined by global scholars, inclusion entails a situation where pupils with disabilities are trained in regular education classroom using the available resources on fulltime bases (Evans, 1989, p.910) Disabled students therefore become part of the entire education systems, and therefore, they consistently participate in all areas of classroom culture. In inclusion programme, students are expected to effectively participate in various activities such as in library activities, assembly’s activities, lunchtime activities, arts activities, in physical education and in playground activities. Inclusion has its root cause in Civil Rights Movements in United Kingdom and United States of America (DfES, 2005, p. 245). The hypothesis behind the introduction of this policy was that separate training and education among children with disabilities failed to provide an overall solution to the problems that affected disabled people. Therefore, in order to attain equal access to education facilities, children with disabilities ought to be educated in the same training institution and system with children who do not have physical and mental disabilities. Purpose of inclusion for pupils with SEND A good number of modern scholars have written different publications with an aim of explaining some of the main benefits of inclusion education among disabled children. However, based on the available facts, inclusion education offers an authentic learning environment among disabled children in primary schools. This benefit is based on the assumption that at one time in their lives; children with disabilities will become part of the general society. Therefore, they ought to interact with other people in order to understand the society’s norms and regulations. In interacting with community members’, children who do not have disabilities will encounter people with disabilities, and therefore, effective interaction at the initial development stage will offer an avenue that will train them on some of the most effective means of dealing with physically challenged people. Therefore, in the attempt to foster competence and understanding instead of fear, it is important that children be exposed to people of all abilities and disabilities in their initial training. The creation of a learning environment that have microcosm of the society and that include people from all lifestyles including physically challenged people is very essential and critical in enhancing students’ future activities and performances (Kochhar, West & Taymans, 2000, p. 89). In addition, inclusion programme offers an opportunity for students to be exposed to various learning and training methods on a 1:1 or 1:3 ratio. Therefore, students have a chance of benefiting from various teaching methods and learning styles that are used to meet the interests of all students in an inclusive classroom. Moreover, teaching Assistants and other paraprofessionals are also engaged in classroom training, thus minimising work overload among regular teachers. The inclusion of other professionals in normal classroom activities is also incredibly beneficial to physically and mentally able children in the society. Other environmentally supporting initiatives such as introduction of special libraries, wheelchair, ramps, unique classroom arrangement as well as special chairs and learning environment have very essential benefits to disabled children and their future career. Community members who need access to school activities also benefit from services that are set aside for disabled section of the population. Moreover, despite reducing teachers work overload, inclusion programmes as well bring together special education teachers and general education teachers in decision-making process. In most instances, Teaching Assistants plays a very critical role in educating physically challenged students. Effective collaboration between special education teachers and general education teachers can as well be effective in enhancing the development of effective strategies that can benefit all students and enhance efficiency of classroom instruction for every student. The inclusion programme is as well associated with facilitation of more effective and appropriate social behaviour among all children in learning institutions. This is due to the fact that inclusion initiatives offer higher opportunities to disabled children in general education classroom to interact with other students in school on a 1:1 or 1:3 ratio. Inclusion education as well improves the level of achievement among disabled children. Compared to other education programmes that are instituted for disabled people, inclusion education has proved to be extremely effective in enhancing students’ performance. Teachers have as well affirmed that inclusion in primary education has been very systematic in offering a wide circle of support among disabled students and the community in general. In most instances, students with disabilities get physical and social support from other classmates who are not disabled. Social support as well entails offering advice on how to improve their academic performances and other supports such as formation of effective discussion groups. Moral support also plays a very essential role in advancing academic performance of the disabled section of the population in any learning institution. Exposure to inclusion programme also improves students and teachers abilities to adapt to different teaching and training systems. Inclusion programmes as well include the employment of various techniques that are intended at benefiting both disabled and physically capable students such as improvising special learning tables for physically challenged people (Hunt, 2000, p. 309). In regard to students who do not have disabilities, inclusion as well offers several encouraging advantages. For a starter, inclusion education in primary offers students without disabilities an advantage of having extra aides. The programme encourages inclusion of extra teachers such as assistant teachers who helps students develop their own competence and skills. Secondly, inclusion intervention programmes help students who are physically capable to develop greater acceptance of students who are disadvantaged to have disabilities. Students without disabilities also learn the most effective ways of working and dealing with students and people who have any form of disabilities. Students who study with children who have physical disabilities acquire intensive understanding of the traits and general characteristics of students who have physical disabilities. Finally, an inclusion programme promotes effective understanding of the existing differences and similarities among students who have disabilities and students who do not have a form of disabilities. Despite enhancing the understanding between physically challenged students, inclusion programmes also enhances improvement in social and technical skills for students who need special education and low-achieving students. Through inclusion education programme, students understand and appreciate their own skills and competences. In other situations, inclusion programmes are aimed at offering small groups and individualised instructions as well as in enhancing academic adoption for all students (Halvorsen & Neary, 2001, p. 23). Barriers to Inclusion To start with, funding and lack of the required infrastructures such as appropriate library facilities is a major constraint that has hindered the implementation of inclusion education in primary education system. Training and teaching students with disabilities in a general education classroom requires additional staffs as well as specialists’ individuals who understand the needs and demands of physically challenged people. Moreover, the coordination of the services that are essential in offering support to disabled individuals requires additional resources such as special learning tables and accessible libraries that are limited in many schools. Therefore, lack of adequate funding has to a great extent hindered professionals’ development that updates both classroom teachers and specialists to update on the best inclusion practices. Moreover, a good number of teachers and assistant teachers who are expected to manage and learn inclusion programmes lack the required skills and training to effectively execute the plan. In addition, some individual employs inclusions programmes to meet their own needs instead of meeting needs and demands of the disabled children (Lacey, 2001, p.267). Secondly, misinformation is labelled as another core barrier to inclusion programmes in modern learning institutions. Primary school managers do not understand the importance of instituting library and classroom at an accessible place. The available facts have confirmed that some of the major barriers that hinder effective adoption of inclusion are negative perceptions and attitudes towards physically challenged people. The social stereotypes and prejudice that are associated with disabilities are brought about by lack of understanding and knowledge on the important of respecting the rights of every individual in the society. The existing negative perception of disabled people in general education teachers can be a limiting factor in effective execution of inclusion programmes. In most cases, training para-educators, assistant teachers, and general teachers is not only uncoordinated and fragmented but it is also inadequate. Therefore, if teachers have negative attitudes towards children with disabilities, then students with special needs are unlikely to get the required satisfaction in inclusive education. Moreover, society’s habit of eliminating disabled section of the population from social and economic activities can be a major barrier for effective employment of inclusion education in modern schools (Mastropieri & Scruggs, 2000, p. 127). Learning environment is also described as a major limiting factor of inclusion education. In an obvious situation, it is very complicated for physically challenged student to learn in an inclusive class if they lack access to classroom and library facilities. A good number of modern schools libraries are inaccessible to students who use mobility aides such as wheelchairs, ramps, need elevators, and special lifts. Other faculties such as ineffective stairs in library building can as well be a challenge to disabled children in modern learning institutions. To effectively employ inclusion programmes in modern learning institutions, all library facilities and classrooms ought to accommodate students supporting devices and other unique furniture that can meet demands and needs of physically challenged people (Frederickson & Cline, 2002, p. 809). Modern curriculum and training facilities does not facilitate inclusive education. Despite having accessible environment, the curriculum must as well facilitate inclusive training and education facilities such as adequate number of learning tables and chairs. Therefore, general educators and assistant teachers must be committed and willing to work collaboratively with inclusion specialists to ensure the required policies are introduced that can ensure that the relevant modifications are made available to meet needs and demands of disabled people. Teachers should be flexible in understanding how different students demonstrate their knowledge and understanding. Lack of effective communication between students, teachers, administrators, parents, staffs and specialists in the entire decision making process is also another barrier that is associated with inclusion education. To ensure success in the implementation of inclusion programmes, coordinated planning and open communication is very essential and critical. Time is very essential in facilitating interaction between teachers and specialist in decision making process in order to create a well-structured plan that will identify the most essential modifications that can meet needs and demands of disabled students. Moreover, coordination must be enhanced between parents, teachers, assistant teachers, and specialist in order to facilitate learning in schools as well as in enhancing the understanding of students’ demands and needs (Horwath, 2003, p. 23). Implications for Practice at National, Institutional and Individual Level At the national level, an inclusion education reduces the expenses that are required to construct new institutions and facilities such as classes and library for training disabled students. Inclusion programmes are as well essential in enhancing training of all students irrespective of the physical and mental status. Moreover, inclusion education has also proved to be very effective in facilitating the inclusion of all groups of people in education system. At the institutional level, inclusion programmes have enhanced effective understanding among disabled students and children who do not have any form of disabilities. On the other hand, the programmes have facilitated mutual understanding of students from different backgrounds. Inclusion education has as well enhanced additional funding in many learning institutions to facilitate training of disabled children. At individual levels, disabled children acquire some of the basic knowledge that is essential in their career development. Children who do not have any physical challenges are also able to understand the most effective means of dealing with physically challenged people (Hornby, Atkinson, & Howard, 2009, p. 91). Conclusion In the light of the above audit, it is clear that inclusion training is very essential among disabled children in modern education institutions. Apart from being beneficial to disabled people, inclusion education has also proved to be of substantial benefit to other members of the society. Through inclusion education, students and other community members learn how to integrate disabled people into their daily activities and operations. However, despite having encouraging outcome, inclusion education is faced with endless barriers and challenges. The existing barriers have therefore played a noticeable role in diminishing the efficiency of inclusion education. Therefore, to realise the best outcome from the programme, it is the responsibly of all players to ensure that all identified barriers are eliminated at the right time and in the most cost effective manner. References DFES, 2005, “SEN code of practice”, London: International publishers Evans, R, 1989, “Special Educational Needs Policy and Practice” London: Education Reform Act Frederickson N & Cline T, 2002, “Special Education Needs Inclusion and Diversity” Warnock Report, 23, 4, 789-810 Halvorsen, A. T., & Neary, T., 2001, “Building inclusive schools: tools and strategies for success”, Needham Heights, MA: Allyn & Bacon. Hayward, A., 2006, “Making Inclusion Happen: A practical guide” Remedial and special education, 17(4), 255-264. Hornby, G, Atkinson, M & Howard, J., 2009, “Controversial issues in special education”, New York, NY: SAGE publishers Horwath, 2003, “The Childs World, Assessing Children in Need” Upper Saddle River, NJ: Prentice-Hall. Hunt, P., 2000, “Community is what I think everyone is talking about”, Remedial & Special Education, 21(5), 305-310 Kochhar, C. A., West, L. L., & Taymans, J. M., 2000, “Successful Inclusion: Practical Strategies for A Shared Responsibility’ Upper Saddle River, NJ: Prentice-Hall. Lacey, P., 2001, “The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties” Remedial and special education 53, 2, 234-267 Mastropieri, M. A., & Scruggs, T. E., 2000, “The Inclusive Classroom: Strategies for Effective Instruction”, Upper Saddle River, NJ: Prentice-Hall. Read More