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Inclusive Education Assignment

753 Words4 Pages

The rationale for this assignment lies in both: my personal interest and questions raised by substantive research in the area of the role of paraprofessionals (TA's) within the wider framework of inclusive education. Therefore, the aim of this essay is to understand and analyse the role of TA's in greater depth and evaluate the aspects of inclusive classroom and the effectiveness of TA's working with less experienced and/or children with Special Educational Needs (SEN).
The essay is structured in a way that it begins by defining the term of inclusive education followed by analysis on the effectiveness of TA's support on children within the inclusive practice. Throughout this essay, I am going to critically analyse and evaluate the role and expectations set out for TA's in light of current research and literature available.

In the last few decades, there has been a significant shift from special education to inclusive education around the globe (Mittler, 2000). Inclusive education can be described as a process of addressing and responding to the diversity of needs of all learners through …show more content…

Since the Warnock Report (DfES, 1978) which suggested that children with disabilities should be included in mainstream education rather than segregated into a special school, the Education Act (1981) has been introduced. This has radically changed the conceptualisation of SEN. This act introduced the idea of SEN and an inclusive approach, based on common educational goals for all children regardless of their abilities. The ideology of integration and inclusion has been further confirmed by Norwich (1994). He emphasised the relation between successful integration and inclusion and teacher's attitudes towards the inclusive practice as well as the factors that may facilitate or impede the

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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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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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The Warnock Report (1978) and the 1981 Education Act are heralded as the cornerstones of a new modern era in SEN provision. The Warnock report was revolutionary in changing the language associated with learning difficulties. Terms such as ‘educationally subnormal’ and ‘backward’ were made redundant and a more positive outlook about children with learning difficulties was adopted. The report also marked the beginning of widespread inclusion of SEN children into mainstream schools. Another key recommendation found within The Warnock Report (1978) was that for children with more complex or serious needs should become the focus of more specialised support.

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