Essay On Inclusion In Education

2971 Words6 Pages
bulb-icon

Recommended: My inclusive educational philosophy

Introduction Inclusion is a concept that incorporates the idea that all people have the right to be included despite their disability or circumstances. This study will look specifically at how children who have Autistic Spectrum Condition (ASC) (or formally labelled Autistic Spectrum Disorder (ASD)) are supported through this idea of inclusion according to government policy and the school policy. Everyone is different and copes with learning in different ways which could make inclusion quite difficult to execute in a school environment where there are varying educational needs. This is particularly important for those with ASC who require additional support when learning compared to their peers. It would be interesting to know how the school aims to support and include all students especially those who have special educational needs (SEN). School X is a mixed gender community school in the borough of Barking and Dagenham. This school is on the outskirts of London with around 12% of the school students with SEN. They have approximately 1300 students ranging from aged 11- 18 with slightly more girls than boys in the school. The school has a large department for students with SEN which is manned by just over 20 members of staff. According to the school website, their philosophy is that all students can succeed as is reiterated in the school’s motto: “Success for All” and promotes the Student Development Department (SDD) as a provision for the whole school rather than support for specific students. In May 2013, they were downgraded from “Outstanding” to a “Good” school and according to the OFSTED Report the school needs to raise the academic results in Science and differentiate lessons for stretching high ability students to be outst... ... middle of paper ... ...st school-based provision based in an area called the ARP (Additionally Resourced Provision). This is provided for one/two student every year. It also states a maximum of six which the policy does not make very clear how they are selected. However, according to the policy, the students that are chosen need this additionally support to achieve their full potential and have a statement of SEN with a diagnosis of ASC. The school policy outlines how they keep track of students’ progress where the SDD may allocate a learning mentor to help students that are failing to get back on track. This learning mentor can also be requested by the student and parents and is provided for all students. There is no mention on future plans for provision for SEN students and so it would be interesting to know what the SDD team would like to do in the future to support students with ASC.

Show More
Related

  • Mthods of Inclusion for Students with Cerebral Palsy

    993 Words  | 2 Pages

    UK Centre for Legal Education (UKCLE). (2010). SENDA: Special Education Needs and Disability Act 2001 [Online]. York: The Higher Education Academy. [Accessed: 17/11/13]. [Available: http://ww.ukcle.ac.uk/resources/directions/previous/issue4/senda/].

    Read More

  • Inclusive Education In Australia Essay

    1314 Words  | 3 Pages

    These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a

    Read More

  • Public Law 94-142

    1149 Words  | 3 Pages

    It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).

    Read More

  • Inclusion in the Public School Classroom

    1541 Words  | 4 Pages

    What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.

    Read More

  • The Warnock Report

    1716 Words  | 4 Pages

    Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...

    Read More

  • Should Autisitc Children Be Mainstreamed

    1343 Words  | 3 Pages

    ...is case, full inclusion means that all students, regardless of handicapping condition or severity, will be in a regular classroom full time. Although some may argue that that it is important to give every student equal opportunities to learn, and that it is only fair to include all students in regular learning environments, Decisions about including children with autism into fully integrated settings must be made consistent with the principle of the "least restrictive environment" as a guiding principle. No person with autism should be unnecessarily or inappropriately denied access to meaningful educational activities. However, it should be noted that the concept of least restrictive environment requires that appropriate learning take place. Placement decisions also require that students be capable of meaningful learning and functioning within the setting selected.

    Read More

  • Inclusive Education in Australia

    1096 Words  | 3 Pages

    Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.

    Read More

  • Inclusion And Philosophy Of Early Childhood Special Education

    717 Words  | 2 Pages

    The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.

    Read More

  • Persuasive Essay On Full Inclusion

    723 Words  | 2 Pages

    The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even

    Read More

  • Positive And Negative Effects Of Autism Essay

    887 Words  | 2 Pages

    The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.

    Read More

  • SPECIAL EDUCATION, ENGLISH LANGUAGE LEARNERS, & COLLABORATION

    1501 Words  | 4 Pages

    According to the Federal Government, special education is composed of three major pieces. First, the unique needs of a student with a disability, must be met through individualized instruction, with no cost to the parent/guardian(s). Second, special education must include related services, which are defined as various types of support that, assist students with disabilities access education. In other words, a related service makes education accessible to students with disabilities (e.g. school bus with a wheelchair lift, an elevator, wheelchair ramp, etc.) (Friend, 2014, p. 5). And finally, students with disabilities must be given access to supplementary aids and services, an example of a supplementary aid or service is a computer software that transcribes a lecture, an ASL interpreter, etc. (Friend, 2014, p7).

    Read More

  • Inclusion in the Classroom

    1625 Words  | 4 Pages

    Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.

    Read More

  • Inclusive Instructional Practices

    2823 Words  | 6 Pages

    Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with Special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added). This statement shows that all children may require differing approaches in education, and that learners with and without diagnoses require an educator that is skilled in the practice of inclusion. Key strategies such as early intervention, partnerships with parents/whānau, transitioning, and equitable teaching are practices that inclusive educational settings use to ensure that all children are provided for within the setting. Partnerships with parents/whānau and other professionals are key to ensuring that inclusion is achieved.

    Read More

  • Educating a Child With Down Syndrome

    3251 Words  | 7 Pages

    November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.

    Read More

  • People with Disabilities Need Inclusion

    2230 Words  | 5 Pages

    Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...

    Read More

More about Essay On Inclusion In Education

Open Document