Analysis of Inclusion Cirriculum in Education - Essay Example

Inclusion in the classroom which is integrating special education children into the traditional classroom Introduction Two decades back, when a couple gave birth to a child with Down Syndrome or any of the other several afflictions that term children as special children, the doctor more likely asked the parents to the child in an institution. Parents were hurt, felt guilty and despair at the end of it, and many parents even cried their tears and tried to keep the infant at the top of their mind. In addition, even if they did come to terms with the fact, all they worried about was how the child would be able to live normally in this world, let alone attend a school that was traditional. The times have definitely changed. And it’s quite normal these days to see many children with special needs be integrated into traditional schools and classrooms. There have been many changes – both in the classroom and in the mindset of educationists. There are few aspects that have been assisted by technology, however, mostly due to the positive mindset of today’s teachers. Early signs and Indications of Research Research in the fields of education and medical science has indicated the value that early intervention provides and has ensured that doctors encouraged parents to treat them in a similar manner that they would normally treat children. Over the years and due to the proliferation of knowledge and information, parents learnt to cope with special children successfully. When the time came for these children to go to school, it would always be the special needs classrooms of public schools. Parents always wished that their children live normally and attend normal schools like other children. The initiative, to integrate special children into regular classrooms, can be credited primarily to the parents of these children. Most parents have been anxious to send their children over to these schools. In addition, there were two other initiatives that helped this happen. First, a law that was enacted by the Federal Government that enabled parents to have their children enrolled into an environment that was least restrictive. A research has clearly indicated that special children perform better and show better signs of social engagement and language development. In addition, research over the years has indicated that such integration results in many positive aspects for these children. These children, once integrated, have the ability to learn important skills and also to adapt themselves to various environments, such as a group situation, following routines, being involved and so on. These experiences carry over and ultimately result in the child being normal in everyday life and in the school. Apart from the above, integration has shown that it gives special children the change to socialize and make new friends. This form of interacting helps the special children develop and learn the important of communication and also develop the art of conversation. Research has shown that children can follow verbal instructions much more effectively. Other benefits range from being to use materials in an appropriate manner and taking care of their individual and personal needs such as getting dressed and undressed, buttoning up their shirts, tying their shoelaces, activities that we consider normal, which the special children have a challenge in understanding, comprehending and implementing. To top it all, fun and frolic from these interactions have been noticed and the result of it is that they become a vital component in the social network and the peer group. Challenges of integration Though research has indicated the positive aspects of integrating special needs children into regular classrooms, the actual implementation of the concept comes with a few sets of challenges. Till such time that the children, both with special needs and the regular ones, and the teachers get accustomed to the idea, it can create a challenging environment in the classroom. Behaviorally, special needs children have been observed to imitate regular children when they are around them. This could even be bad behavior. To begin with, special children in regular classrooms need to be seated in an area that generally has well behaved children. Once the child has the ability to distinguish between behaviors she could be allowed to mingle with the rest of the children and decide for herself, where she wants to sit. In addition, aspects which are normal for regular children, such as break time and lunchtime are quite alien to special needs children. It has been noticed that the special needs children get into trouble most likely during these break times, as they do not know what they are supposed to be doing during these breaks. It is best to keep them occupied by giving them activities in the classroom or some errands such as cleaning the blackboard or switching off the lights and so on. The onus of creating a successful environment falls onto the teacher and adequate attention needs to be imparted during the initial period. Once the special needs children can distinguish between right and wrong, things get a lot easier. An example of a practical application of this technique and concept are the schools of Jakarta. With the intervention of the state education department and the acceptance by teachers and educators in the country, a total of 800 schools have successfully been able to convert themselves into inclusive schools. There are 46 of them in Jakarta alone. The initiative was a result of a law that was passed in 2003, which stated that there should be no discrimination between students for any reason. In the beginning, there were only 15 students that were enrolled into the regular program. After the program slowly gained acceptance, it has come to include many more special needs children into the regular school. The resultant is that, for every seven children in a school, there is one special needs child. Most of the educators in the country believe that all children have equal rights towards education, regardless of their abilities and it is our duty to protect them and provide them their rights. The University of Jakarta began by introducing a special-education course that imparted training to teachers in integrating special needs children into regular schools. This concept has ensured that teachers themselves are sensitive to the needs of the special children and implement these techniques practically in the classroom. They are trained to devote additional time to these children in order to allow them to catch up with the rest of them. Extra classes are also encouraged to achieve this objective. Teachers here have expressed that they haven’t found it challenging dividing their time between regular children and special needs children. On an average, there are at least six special needs children in every class of 50. Conclusion The strides that humans have created in almost every sphere of life are quite commendable. One aspect that was still to be addressed was the issue of special needs children and giving them their due. With the initiatives taken up, together by the authorities, the educators and parents, the future looks bright indeed for these children. The day is not far away, when a child with special needs grows up to be successful in society and whatever career that he chooses. That would be the day, when society can be called truly inclusive. Bibliography Foster, C. (2009, May 7). Society. Retrieved February 7, 2010, from Associated Content: http://www.associatedcontent.com/article/1697994/how_to_successfully_integrate_special.html?cat=4 Osman, N. (2009, December 15). City Page. Retrieved February 7, 2010, from The Jakarta Globe: http://thejakartaglobe.com/city/special-children-find-acceptance-in-north-jakarta- classrooms/347523 Penfield, J. (1987). ESL: The RegularClassroom Teacher's Perspective. Tesol Quarterly , 21 - 28. Wilgosh, L. (1992). Integration of Children with Special Needs. International Journal of Educational Management. Read More