Education: Issues and Inequalities - Essay Example

Education: Issues and Inequalities Introduction A large number of children are being deprived of their right to study. Education is important to beable to build a better nation. However there are some cases wherein children are being banned to go to school because of their disability. Issues are arising and it is need to be answered. Inequalities especially in education are not acceptable. This paper is about the strength and weaknesses of inclusion and integration policies and support for children with special education needs. To fully understand the subject it is best to define the issues and concepts involved. A review on researches and study done on education for special children will be presented. In the article written by Anastasia Vlachou (2008) she wants to show awareness on teachers to change their view regarding inclusion. Integration has been reported that requires change, creates discomfort and involves a considerable challenge to those whose careers, work and social relationships reinforce a segregated system. According to Vlachou (2008), "it would be nave to believe that integration policy will happen as part of a natural evolution in attitudes towards students with special needs.' Vlachou (2008) article will be discussed in the literature review together with the study done by several researchers. At the end of the paper the personnel view of the writer regarding the subject will be presented. The inequalities and issues will be summarized to support the writers claim in the conclusion. Definition of Terms To fully understand what the topic is it is best to define the important terms used in the paper. Inclusion as defined in the Webster dictionary - to put in or consider as part of a group or category. McBrien and Brandt of Association for Supervision and Curriculum Development define inclusion based on the situation of the disable child in school. The practice of educating children in one classroom, including children with physical, mental, and developmental disabilities is important. Inclusion classes often require a special assistant to the classroom teacher. The 1975 Education for All Handicapped Children Act (P.L. 94-142) made inclusion a controversial topic by requiring a free and appropriate education with related services for each child in the least restrictive environment possible, and an Individualized Education Program (IEP) for each qualifying child. In 1991, the bill was renamed the Individuals with Disabilities Education Act (IDEA) and the revision broadened the definition of disabilities and added related services. (Hummel,2008). Another definition of inclusion is defined in the website of teachernet.com. "One of the greatest challenges facing schools is the provision of appropriate learning opportunities for all pupils (www.teachernet.com). Within schools there are pupils with a range of abilities from different cultures, religions and social backgrounds. Some of these pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, sexual orientation, race or culture. Research has proved that children from lower socio-economic backgrounds and / or specific ethnic and social groups are more likely to underachieve at school. This may lead to disaffection, low self-esteem, and marginalisation by others and, in some cases, formal exclusion from school. (www.teachernet.com). Some schools are more successful than others in meeting the needs of pupils from diverse backgrounds." Mason, H. (2003) of Birminghan, UK presented process of inclusion in education: Increasing the participation of students with disabilities in, and reducing their exclusion from, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students' needs; accepting diversity as normal and as a rich source for all students; responding to the diverse needs of all students; accommodating both different styles and rates of learning; ensuring the quality of education to all students through appropriate curricula, support and teaching strategies; Accepting that inclusion in education is one aspect of inclusion in society. Another important term to define is the word integration. Integration traditionally refers to the education of children with special needs in mainstream settings. (Mason,H. 2003). Organ (1993) defines the term integration that pertains to a social domain; it does and should refer to individuals of different background who opt to interact. Review of Literature The review contains the study done by researchers on inclusion and integration policies in education of children with special needs. The article written by Schwartz, Odom and Sandall (1999), includes their research and found out that most of successful inclusive programs view inclusion as that starting point for all children. Children with disabilities are not expected to "earn" their way into early childhood programs by having the necessary "entry" skills (e.g. toilet training, communicating in sentences).( Schwartz, Odom and Sandall, 1999), Programs may need to make special accommodations to make the inclusive experience successful. Jimmy lacked many of the skills that were typical of his four-year-old classmates; but the classroom teacher, itinerant teacher, and assistant teacher, with the help of the other classmates, arranged activities in ways that encouraged and even required Jimmy to participate. (Schwartz, Odom and Sandall,1999), This view of inclusion is based on the belief that inclusion can be appropriate for all children; making it work successfully depends on planning, training, and support. Based in the article the program would benefit both children with or without disability. Children with disability would learn skills that help them become successful and independent. Parents would notice changes in children's confidence, self-esteem, and misunderstanding of diversity. Children benefit from the high quality early childhood practices. An article showing the positive result of inclusion in Vietnam proves that the program is a useful and effective way of treating the inequalities in children with disability. SCF in Ho Chi Minh City (HCMC), Vietnam, supports the integration of children with special needs, mainly with mental and physical disabilities, into local government kindergartens. The support started in January 1994, to one kindergarten in one district, and now after eighteen months extends to four kindergartens in two districts of HCMC. Twenty-six children with special needs are currently enroled in kindergartens, with a total of 33 children having benefited since the start of the programme.(Integrated Education in Vietnam, 1997). The research study done by Anastacia Vlachou (2008), shows how attitude is connected to the integration process. This study is being carried out at a Yorkshire primary school that educates 340 students, including 30 students with varied special educational needs, six of whom have Down syndrome. The participants in the study are: twenty five teachers - both mainstream and specials; a hundred and eighty mainstream students aged six to eleven years old, and twelve parents (six mothers and six fathers) of students with Down syndrome. The study concluded "attitudes are closely connected with specific social environments and social directives. Efforts to change attitudes will come to nothing if the root causes of these attitudes are ignored. Through this research process has been realised that the term "attitudes", which is being used on an everyday basis, can be highly problematical, but highly significant as well for the implementation of integration. Often attitudes are being treated as existing somewhere at the sub-conscious level of the human being, and not as deep internalisations of social norms and cultural elements which are taken for granted. If one of the aims of integration is to work as a benefit and not as a cheap alternative to students' education, there is a need for further research in which the exploration of attitudes would not be insulated by issues such as governmental policies, societal norms, educational ethos and the individual's uniqueness."(Vlachou, 2008). The development of inclusion in Ireland was influenced by the Special Education Review Committee (SERC) Report 1993. (Development of Integration/Inclusion, 2007). Current legislation supports the development and implementation of inclusive practices in Irish education. The current policy of the Department of Education and Science is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, while ensuring that specialist facilities continue to be provided for students whose needs are such that they need to be placed in special schools or in special classes attached to mainstream schools. Benefits of Inclusion and Integration For children without disabilities (www.udel.edu) Increase in language skills and communication abilities Increase in social skills Increase in tolerance of differences among individuals For children without disabilities (www.udel.edu) Increase in language skills and communication abilities Increase in social skills Increase in tolerance of differences among individuals Barriers to inclusion and Integration (www.udel.edu) Fear of losing services for children with disabilities Fear of inadequate services for children without disabilities Fear of physical harm Fear of psychological/emotional harm Lack of planning and teaching time Lack of resources and equipment Lack of training and knowledge Lack of administrative support Law on Inclusion Does inclusion requires federal law Based on the article written by Stout (2001) on the Special Education Inclusion, two federal laws govern education of children with disabilities. Neither requires inclusion, but both require that a significant effort be made to find an inclusive placement. The Individuals with Disabilities Education Act (IDEA), as amended in 2004, does not require inclusion. Instead, the law requires that children with disabilities be educated in the "least restrictive environment appropriate" to meet their "unique needs." And the IDEA contemplates that the "least restrictive environment" analysis will begin with placement the regular education classroom. (Stout 2001) . Section 504 of the Rehabilitation Act of 1973 requires that a recipient of federal funds provide for the education of each qualified handicapped person in its jurisdiction with persons who are not handicapped to the maximum extent appropriate to the needs of the handicapped person. (Stout, 2001). Stout (2001) concluded that courts will carefully examine the facts in individual cases to determine whether school districts have offered an appropriate placement out of a continuum of placements available for every child with disabilities who is enrolled in the district. Courts will examine IEP team processes to ensure that placements are based on the individual needs of each child. Stout (2001) also recommends that when considering a move from traditional/regular special educational programming to a more inclusive approach, it is important that the entire school community be involved in a thoughtful, carefully researched transition. Dramatic top-down directives will polarize parents and teachers and will create environments that are hostile to any change. Conclusion From the definition of inclusion it is understood that children with handicapped or disability must have an equal treatment in classroom. Full inclusion applies full rights to the handicapped child to act normally and be treated fairly. Government in different countries are strengthening the call that the schools should apply inclusion education. Early intervention should start during pre-school. It is important that all the characters involved should support each other. The case presented in the article written by Schwartz, Odom and Sandall (1999) is a proof that teacher, parents, fellow student and the disabled student should cooperate to have a better result. It is not just the job of the teachers but everybody involved on it. Government also plays an important role in inclusion and integration. Creating policies about it would help hasten the spread of such action. The article written by Stout in 2001 will support this claim. The result of the Individuals with Disabilities Education Act (IDEA), as amended in 2004 has helped many handicapped children during their stay in school. Although it does not use the term inclusion still the law requires that children with disabilities be educated in the "least restrictive environment appropriate" to meet their "unique needs." As to my own point of view inclusion would greatly benefit the handicapped children. They will be able to developed their self-esteem, and trust that what others can do they can do no matter how handicapped they are. Inclusion is an important step to cultivate the future of a child. Early intervention is highly recommended, it is best to start such action from the very beginning of their school life which is the kindergarten. Reference: DEVELOPMENT OF INTEGRATION/INCLUSION http://www.european-agency.org/nat_ovs/ireland/6.html September 20, 2007 J. L. McBrien and R. S. Brandt 1997, The Language of Learning: A Guide to Education Terms, by, , Alexandria, VA: Association for Supervision and Curriculum Development http://www.teachernet.gov.uk Mason, H. M.D. http://www.icevi-europe.org/tt/ttw3/topic5.htmlowHH Birmingham, UK Organ, H. 1997, The true definition of integration Henry Organ http://www.paloaltoonline.com/weekly/morgue/spectrum/1997_Aug_13.GUEST130.html Schwartz, S., Odom L, Sandall Including Young Children with Special Needs http://www.newhorizons.org/spneeds/inclusion/information/schwartz3.htm#author School Site http://www.atocbkk.com/school_site.php http://www.ccboe.net/Teachers/Hummel_Heather/onlineresources.html www.udel.edu/cds/downloads/NYSAEYC05v2.ppt Katie Schultz Stout, 2001 Special Education Inclusion http://www.weac.org/resource/june96/speced.htm Read More