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Integration In Education

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Integration of children with special needs means the placement of children with disabilities or of those with special educational needs in mainstream education settings with some adaptations and resources, but on the condition that the disabled person and or the student with special educational needs can fit in with the existing structures, attitudes and an unaltered environment (Malcoci, 2015).
The issue of integration of children with disabilities into the mainstream schools is a main topic of debate for educational professionals (Avramidis, 2000). This essay will examine the different attitudes with regard to Integration of children with special needs in regular schools, in theory and in practice, and then provide some recommendations for …show more content…

As Burns notes, a child might live up to a label of “stupid” just because he or she has been placed in a special class with other children who are labeled with learning disabilities (Burns, 2000).

Similarly, Cambra and Silvestre highlight the connection between peer group perception and construction of the personal self esteem among students with special needs. They argue that school integration is a necessary condition to enable the social integration of special education students and therefore improving their self-esteem. (Cambra and Silvestre 2010).

The academic argument concentrates on the idea that the challenge of being in a regular classroom will promote the academic progress of the child with special needs (Avramidis, 2000). According to Daniel and King, students in inclusion classes were more likely to experience gains in reading scores (Daniel & King, …show more content…

Finally, Schirmer’s study suggests this academic benefit can be achieved if regular teachers and special education teachers combine their knowledge and skills to enable development of better strategies which concentrates on effective methods for all children, rather than adjusting the existing methods for those children with special needs (Schirmer, 1995).

On the other hand, there are many arguments against the integration of children with special needs in regular schools which broadly can be also divided to social and educational arguments. While there is no real counter argument to the moral idea of integration as a basic right to justice, the performance of it in reality finds objections that emphasize the gap between theory and reality.

Avramidis notes that negative attitudes about integration demonstrates that decision-makers were out of touch with classroom realities (Avramidis, 2002). Integration in some countries become just a matter of placing children with special education needs and disabilities into schools without taking their needs into consideration (Hodkinson,

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This 1965 research showed that students with intellectual disabilities who were educated in a general education setting, “achieved more academically than those in special classes,” (Goldstein, Moss & Jordan).

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Also, other students would not have opportunity to have a friendships different from those that they already have. Special needs students should be working towards the same academic standards as social goals students of their same age yet with instructional supports and accommodations and modifications as needed (p. 1 IRIS). Excluding them from the general education classrooms could also make it so the students is less likely to perform well on assessments because they have had significantly less exposure to its

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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Have you ever been prohibited from an amusement park ride just because you weren’t tall enough? What about not being able to play on a team just because of the way you look? These two scenarios are examples of exclusion, which is the act of denying someone the opportunity to participate in an activity or enter a place. Exclusion may be one of the biggest flaws when it comes to special education in schools. Unlike traditional public schools, charter schools aren’t required to provide resources for special education students.

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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In the 1960’s and 1970’s, special schools were established around the country to help meet the educational needs of children with moderate and general learning disabilities, however by the early 1990s there was a heightened awareness of the necessity to create a more equitable society demanded a shift away from the segregated model of provision to one of access to and inclusion in mainstream schools. In 1993, the SERC report was published. It favoured as much integration for these pupils into the mainstream classes where it was feasible and appropriate, with as little segregation as possible. It established seven guiding principles which state the entitlements of parents and pupils. The most important being all SEN students should be given an appropriate and adequate education, where they are provided with ordinary skills ( SERC,1993).

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Non-acceptance can result in bullying, depression, or even persecution. In Russia, special needs people are wrongly faced with discrimination and deemed unstable; however, they help citizens to have positive attitudes, they do not have negative impacts in inclusive classrooms, and they prove the misconceptions about their work capability wrong. The most effective benefit from special needs people is that they

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“The term “inclusion” replaced all previous terminologies, i.e., integrated special education; reverse mainstreaming, previous to the early 1990s in hopes that the word would mean more than placing children with special needs in the regular educational classroom, including a sense of belonging, social relationships, and academic development and learning.” (Odom, Buysse, & Soukakou,

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The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.

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Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance.

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Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.

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Also in some case, educational integration in some schools stimulates the disabled child to recover because teachers treat him like a non-disabled

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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