Disabled Students in the Educational System - Research Paper Example

In this study, the researcher has determined both the positive and negative implications of including a physically disabled child in a mainstream primary school setting. Aside from the teaching methods to be considered, the relationship that a disabled child establishes while in school with his/her teachers, parents and peers play a huge role in determining whether the child chooses to stay in the school or not. In addition, the researcher also sought to find out the different insights of this concept, from the educators themselves, and of course the disabled students, who are the main focus of this study.

In the process, the researcher has also provided her own conclusion and recommendations into how the current education system in the United Kingdom can further be improved, and what factors can prove to be detrimental to its improvement and development.In the United Kingdom children usually begin attending primary school when they reach the age of four or five, with many schools having a reception year for children who have just turned four (Barrow, 2009). Most of the research studies that have been conducted to the present have normally dealt with the quality of early childhood programs, as well as the various developmental stages that each child goes through while at school.

However, at the moment, little literature exists about the inclusion of children with physical disabilities in local mainstream schools. This is probably because children suffering from disabilities tend to be underestimated with regards to their performance levels (Esa, et al. 2008). The topic may also be far too complex for other researchers to handle. However, despite the little press that this subject has acquired from writers and researchers alike, much discussion has arisen regarding the issue.

In fact, the issue has been shrouded with quite a lot of controversy since most individuals agreeing that every child has the right to receive the same type of education to a mainstream school within his/her vicinity (Center for Studies on Inclusive Education, 2008).