Inclusive Education for Pupil Is a Challenging Ideal - Essay Example

INCLUSION: inclusive education for pupil is a challenging ideal. "Well it's our reading time now. Please open your books and turn to page 15. Mike! Can you please stand up and read this poem for us" I asked the 7-year old boy to read the poem. Warily and fretfully he started: "Coddler Coddler... ment my sh..shoo" There was a burst of laughter in a room. I asked the students to be silent by the sleight-of-my-hand and asked him to repeat again. "I... I.. can not ma'am". I asked him politely to retry. He stood silent for a moment and then I saw tears in his eyes. Mused on him more than other students I called him after my class. He said: "Everyone comes to me repeating the words I pronounce wrongly while reading. I don't know why can't I read. Everyone is so good at reading. I keep on practicing at home but it's not getting easier. I don't know what to do". Very graciously I asked him to practice more and gave him some books on easy practice exercises for children's reading. But I decided to help him out. He knows he is smart enough to even beat others. He worked so hard at reading, but it just never gets easier. Astutely observing his tribulations, his problem came out as 'Dyslexia'. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. [cite this] Dyslexic children seem to have trouble learning early reading skills, problems hearing individual sounds in words or phrases, examining whole words or sentences in parts, and amalgamating sounds into words. Sometimes they may not differentiate between the letters "b" and "d". The words and sentences seem to them as if they are mingling together or overlapping each other or even moving on the page. It can also be innate in some families; even a number of genes may develop dyslexia. These students are easily being teased, even neglected in social or educational institutions. Though some may have remarkable talents in art, athletics, architecture, graphics, drama, music, or engineering but they do not realize because of their shyness [cite this]. The vital thing is to help these children in muddling through and providing 'inclusive' education to all schools and colleges. Baroness Warnock (2005) advocated the idea of 'inclusive' education and schools by transferring the students, with special needs, to mainstream schools from special educational institutions. The questionnaires designed to scrutinize analysis are very accommodating and helpful to get awareness of their approaches to learn, for the students as well as teachers. Sufficient rigorous ways for setting the more quantitative outcome are obligatory and reliable ascriptions made to the intrusions. Changes found could provoke the factors, such as incentive-ness, self-esteem, sense of worth, and concentration by teachers and it is important to control for as many (Martimore, 2005). So many arguments and actions in the area of 'inclusion' have been focused on altering mainstream schools to comprise pupils who have restrained learning difficulties or any disabilities. The focal point is clearly on learning obscurities as being at the interface between the pupil, teacher and curriculum. Individual program plans should never be taught in isolation [needs citation]. It is a fact that these children will be there and that they are entitled to our attention and the same standard of education as any other child in a class. Challenging behavior can be viewed as an annoyance and source of irritation in the classroom, or as an opportunity to develop new skills and understandings about teaching and learning. 'If a child does not learn the way you teach then teach him the way he learns.' (Chasty, 1999) Some of the main hindrances in achieving inclusive education system were the stringency present in the current education system. The SENCo-Forum, Special Educational Needs Action Programme, mentioned some of the rigidities in achieving inclusive system in educational environments (NASEN, 2004). Inclusive education needs the expert staff levels to meet the nature and degree of learning approaches of individuals. The flexibility in sub-coalitions would decouple it from any allegation of discredit. Quite apart from the family support, class teachers are responsible to capitalize full assistance and monitoring the children's attainments by systematizing available resources for conspicuous progress. SENCo's are to be providing the possible processes [needs citation]. Joseph is a bright student who scored highly in national curriculum tests. He has been identified as a victim of ADHD, 'attention deficit hyperactivity disorder'. From the start of year 10, Joseph was observed at length in the classroom and it was clear that his restlessness and hyperactivity often led to disruption. His parents were interviewed and are found to be very supportive. Ongoing communication is ensured through full use of Joseph's 'student planner', which is used to record progress towards targets. 'Many people feel sorry for me, which I don't think is right. I'm stuck with it, and people feeling sorry for me, isn't going to do anything for me or for them.' (Somogyvary, 1996) I painstakingly worked on the techniques and specific actions to perform in order to stimulate young people bring to school different experiences, interests and strengths which influence the way they learn. Wedell (1995) emphasized that pupils with special needs entail the environments that can help foster their special learning needs. Children and young people with dyslexia and dyspraxia should be educated in mainstream schools and that it is, therefore, the responsibility of all to work together to achieve this. If mainstream schools are to turn into friendly for dyslexic pupils, it will be essential for the school policies to be developed that can encourage strong feelings of self-esteem and self determination in all. It may just be that special education has great covenants more to present than is accrediting in some quarters [needs citation]. The National Service Framework (NSF) for Children, which has been published in 2004, helped in setting national standards for health and social care services for children, and the interface with education. It drew on the principles established in Together from the Start and the work of the Disabled Children's External Working Group [needs citation].. Also plan strategically for and make progress in improving the physical environment of schools for disabled children, increasing disabled pupils' participation in the curriculum and improving the ways in which written information which is provided to pupils who are not disabled is also provided to disabled pupils. After a research I found out that most of the famous people had some struggle with one or more 'disabilities' to some extent but they did not let them hinder their successes and achievements. I tried making up stories in front of my pupils so that they could view themselves through rose-tinted glasses, keeping their morale high. Afterwards, I tried to analyze and stumble on the qualities and abilities to every student. I found out that Jason, having Dyslexia, had a genius bright mind. I thought of having some competitions of jigsaw puzzles, board games etc. Winning every time made his face glow and confident. This was my first achievement anyway. Different governments and nations are setting up environments and institutions for inclusive education. Inclusion means full inclusion of children with diverse disabilities (both natural and gifted) in all aspects of schooling that other children are able to access and enjoy. It involves 'regular' schools and classrooms genuinely adapting and changing to meet the needs of all children as well as celebrating and valuing differences (Loreman and Depler, 2001). But 'Dyslexia' or any other physical disability is not the only cause of unanticipated results in schools. In the hallway across the room no. 21, where class IV students were practicing some math problems given by their teacher, the teacher furiously ordered some boys to leave the classroom for not making good result in math test. All the boys stood up in the corridors for the entire day. This situation is not eccentric. The deviations in attainments in different schools are a result of 'gender gap'. Educational policies are so much concerned about the fact that usually girls outperform boys across the curriculum. Department for education and skills (Dfes), UK, summarized some major caveats about the gender gap. The difference between girls' and boys' literacy and language skills are too much varied in the subjects that are literacy based. Nevertheless, a little discrepancy is noted in Math and Science subjects. The other reason is 'social class gap'. For some groups it has more illuminating power. While for some 'ethnicity' is more important than anything else. Sometimes, the 'wrong' subject choices have also made boys to be underachiever as compared to girls, in terms of ensuing career choices than accomplishment differences. There is a fact underlying that not only boys, some girls are also low-acheivers. Embarking upon this extent is a greater precedence and significance than the impartial difference between boys' and girls' realizations. Researches showed that girls usually respond differently towards their given tasks. Perhaps, most of the schools do not appear to sway the gender gap. Mostly boys are prejudiced by their 'male peer groups' diminishing schoolwork and so put them at probabilities with educational achievements. Skelton, Francis and Valkanova (2007), accentuates on gender differences elevating when one is giving preferences or time to some particulars whilst avoiding others. These gendered behaviors 'are deep-rooted and children ratify these without being instinctively aware of them. In 1995, Professor Wedell discussed some rigidity in current institutions which is a barrier in achieving inclusive education. He summarizes the policies and practice implications. Professional expertise, learning and teaching approaches and grouping for learning were the points he showed. I should represent the statement he stated that: 'Seen from 25 years on, it will seem incredible that we did not use the scope for organizational and pedagogic flexibility which already exists to respond to the particular demands of the broad and balanced curriculum and of pupils' learning needs.' (Wedell, 1993) The economic benefits (Hartley, 2003) would not be few in long term if the government keeps hold of nepotism towards the class. Of course, the teachers will be restrained, reduction of costs may occur, high-stakes will elevate and the procedures may be heaved. Warrington et al (2005) underlined some crucial components and strategies to tackle gender stereotypes. Consideration and graciousness towards pupils support expectations of self-disciplines Providing equal opportunities in challenges Nurturing conceit, endeavors and achievements Opportunities for pupil to involve completely in school life. Principles and aspirations by the pupil to pervade all the work of school. [remove bullets] Inclusion is not only the type of schools they attended. It's about the quality of their experiences; how they achieved by learning effectively and how they contributing fully in their schools. Nevertheless, many individual schools are dealing with the impasses of pulling off inclusions in educational systems. They are working painstakingly to determine them in a number of inventive ways. The SENCo-Forum argued that to realize the aim of inclusive education, the schools MUST have to be provided an extensive level of flexibility in they ways of learning and teachings. Schools have to realize the attitude which decouples the disgraced behavior by individuals with special needs in implementing the inclusive practices (Wedell, 2003). Removing Barriers to Achievements, 2004, clearly pointed out that teachers and assistants should work mutually (Farell, Balshaw & Polat, 1999), whilst parent's participations in children's academic activities are also essential (Wolfendale, 1997). Furthermore, teachers should work with professionals for better recompense (Dyson, Farrell, Hutcheson, Polat & Gallanaugh, 1998). Concluding, inclusion obviously has exercising inferences. Local education authorities and others can help schools develop and train their staff with the practicalities of inclusion. It is a key theme of the Standard education. The funds should be provided by government to carry-on training and expansion to smooth the progress of inclusive programs. Training events can bring to light the successful practices; trials might centered the awareness-raising in relation to special educational needs, reacting to pupils needs or ascertaining aspects of good practice in terms of joint working. Sources: Jones. (2005), 'Inclusion: lessons from the children', British journal of special education, 32(2), p.61 Martimore. (2005), 'Dyslexia and learning style-a note of caution', British Journal of Special education, 32 (3), 145-147 Loreman, Deepler, Harvey. (2005), 'Inclusive education: a practical guide to supporting diversity in the classroom', Questia Media America, Inc. 134-197 NASEN, 2004, 'Points from the SENCo-Forum- The practicalities of inclusion', British journal of special education, 31(1), p.50, 103 Crown copyright 2004, 'Removing barriers to achievements- The government's strategy for SEN', DfES Publications, Crown copyright 2007, 'Gender and education: the evidence on pupils in England', published by Department of education and skills on behalf of HM government, p.5-7 DCSF-00601-2009, 'Gender issues in school - What works to improve achievement for boys and girls', p. 2-3 Wedell, (2005), 'Dilemmas in the quest for inclusion', British journal of special education, 32(1), 3-5, 8 DfES, (2005), 'National Statistics Bulletin Statistics of Education: The characteristics of low attaining', Copyright 2009, 'Institute of Neurological Disorders and Stroke' http://www.ninds.nih.gov Burden & Burdett, 2005, 'Factors associated with successful learning in pupils with dyslexia: a motivational analysis', British journal of special education, 32(2), p.103 DfES, 2001, Inclusive schooling: children with special education needs, p.4 Read More