The Chinese University of Hong Kong
EDUC Programme (2013-2014)
Faculty of Education
EDUC 2230A Structure and Process of Schooling
Professor Alan Cheung
Individual assignment
Lai Ming Wa
1155029992
SSPE Year2
How can inclusive education move on in Hong Kong to help SEN students engage in school - based on evidenced based reviews
Significance of inclusive education
Inclusive education is so important because it makes all of the students, teachers and parents to understand, accept and respect individual differences. Individual differences exist everywhere as everyone of us is unique. We live in a diverse community so we should embrace the differences between us since school levels.
Students, teachers and parents can learn from inclusive
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The percentage of teachers with special education training offered in relevant undergraduate and post-graduate programs which were catered to teachers who worked in mainstream schools or special schools was low. Some schools even did not meet the EDB requirement of having 10% of teachers with special education training. Almost 40% of the interviewed teachers have no concept of inclusive education. Around15% of all respondents agreed that SEN students should exclude from participate in all kinds of school normal activities. Moreover, 40% of the respondents deny to accept and take care students with severe …show more content…
The impact of TAs to help SEN students in mainstream schools (by EPPI-Centre)
TAs' contribution on students may not be reflected on exam scores rapidly, nevertheless TAs supported SEN students in affective domain; for example, SEN students paid attention to what TAs said to them and followed their advice to communicate to teachers and peers. Besides, TAs acted as the mediators in schools to promote students learning and engagement.
Therefore, TAs should continue to be employed to work with teachers in mainstream schools rather than changing TAs year by year. To achieve this, a recognized structure for stable and reasonable salaries, working conditions and progression to a qualified professional teacher should be provided to attract more people to join. Moreover, to maintain a high quality of teaching, in service training are needed for those teachers. To effectively make use of those TAs, 1 on 1 teaching can be shifted to a small group of SEN students with similar need. Of course, collaboration of TAs and teachers is needed to provide the best learning experience to
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
The United States, New Zealand, and Italy all acknowledge and have moved forward with and inclusive education approach. It is a worldwide reaction to the belief that all children have the right to be educated. For instance, New Zealand’s education system has undergone a series of transformations over the past 20 years, which has included modifications to how schools and their students are funded and managed, and the responsibilities various government departments have for ensuring all children receive the best possible education in a variety of environments (Powell, 2012, p. 1). Also, Italy has implemented an inclusive approach by implementing laws that guarantee disabled students the education they deserve.
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
...ded that teachers are supplied with the proper resources, support, and preparation, inclusive schooling can form a more positive schooling environment for all students, and eliminate boundaries set by segregated schools. By improving the school environment and eliminating boundaries, the outcomes of students’ schooling experience will be overall more positive, and more successful.
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Winter, E.D., & O'Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. Retrieved from http://www.ncse.ie/uploads/1/ncse_inclusion.pdf
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
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.
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.
Inclusion does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).