ANALYSIS OF INCLUSIVE EDUCATION 2

ANALYSIS OF INCLUSIVE EDUCATION 2

Analysis of inclusive education in the academic performance of students with special needs: Advantages and disadvantages

Dora Luz Gandaria

American InterContinental University Online

Outline

Title: Analysis of inclusive education in the academic performance of students with special needs: Advantages and disadvantages

Thesis: just put a paragraph here that describes the work thesis

I. Introduction

A.) Thesis

B.) Abstract

II. Effects of inclusive education

A.) Inclusive education

III. Perspectives of inclusive education in students with special needs

A.) Advantages perspectives

B.) Disadvantages perspectives

IV. Attitude of education sector stakeholders toward integrating education systems

A.) Educators and inclusive education

B.) Care of students with special needs for inclusive education

V. Putting up inclusive education in a neoliberal society

A.) Changes for an inclusive education

B.) The difficulties to make the change to an inclusive education

VII The realization of inclusion within regular school systems

A.) How to facilitate inclusion in the classroom

B.) Needs of students for a successful inclusion

VIII Main disadvantages toward inclusive education

A.) The problems in inclusive education

B.) The requirements for an inclusive education

IX Conclusion

Abstract

This study gives an analysis of inclusive education in the academic performance of the students with special needs stating the advantages and disadvantages. The results showed that the academic performance of the special student in inclusive settings is dismal and depends on the contribution of teachers, parents and the resources available in various schools as provided by the administration. The challenges were related teachers lack or minimal special needs academic training, inadequate parent’s involvement in decision making pertaining carrying out of educational needs of these students and support in a home environment. Lack of support from the administration where there were cases of inadequate sizes of class and the teachers were so loaded with both special needs students and normal students. Lack of resources which supported special student’s curriculum including modified didactic materials and special equipment’s. There was also inadequate teacher’s preparation in terms of professionalism to inculcate good working environment for students with special needs in the inclusive setting. There is a need to embrace the inclusivity in an education setting to allow students with special needs to attain their abilities and capabilities. This is through providing proper training to teachers, improving parent’s involvement and providing adequate resources for the development of the inclusive education.

Keywords: Inclusive education, inclusive setting, normal school setting, students with special needs, teachers, academic performance, parents, and administrators.

Introduction

Inclusive education for students with special education needs in a regular classroom for the last 20 years has been a major concern and debatable topic within the educational field. Inclusive education aims at enhancing quality education with the principles of diversity, equity and social justice for all students in the education sector (Mukhopadhyay, 2013). Special education directs for these special students because of their needs for personal self-education and their educational standards mismatch. Special needs students have different capabilities and abilities in terms of learning and therefore they need to be helped in the development and co-curriculum activities to attain education qualification and overcome social divide (Ališauskas et al., 2011). According to (Ališauskas et al., 2011) in Lithuania parents were satisfied with how their children special educational needs were met with schools accepting their involvement through decision making. Involvement of parents should be more emphasized with the implementation of constructive strategies and models aiming at improving parent’s involvement and participation in the practice.

According to (Bradshaw, 2009) in the United Arab Emirates in his research noted that most of the teachers who were surveyed showed no or little special education training which is very important if special needs students will be included into the regular schools. It was clear that teachers needed to be clarified about the issue of inclusion with respect to special education needs students. How do we expect the special educational needs students to show a higher academic performance in regular schools if teachers are not well trained in special education?

According to (Knight, 1999) in his research of the inclusion of students with special educational need in regular classes, the idea has rather colonized instead of transforming the mainstream. There is a need for teachers and administrators who can spearhead the successful teaching of students in inclusive settings.

However, the researchers did not give an account of the academic performance of these special needs students in the regular classroom setup. Special educational needs students may not achieve the required academic performance in the inclusive settings and there is a need for a research in this area to evaluate whether these students attain academic excellence in these settings. The analysis is done to determine if the special needs of students achieve academic excellence in the inclusive environment. This paper gives an analysis of inclusive education in the academic performance of students with special needs with advantages and disadvantages.

II. Effects of inclusive education

A.) Inclusive education

III. Perspectives of inclusive education in students with special needs

A.) Advantages perspectives

The role education plays in shaping the society cannot go unnoticed. Inclusive education is one of the key ways of molding the opinions of the society toward schoolchildren with special needs in the society. Students go through different experiences under an inclusive system. Various countries have come up with different rules that regulate inclusive education. For instance, a country like Lithuania comes up with ways of managing the education system based on stages of education. Especially when they want to meet the requirements of students with special needs; in fact, special needs students’ systems are not the same as regular student. This lack of uniformity creates a need to separate the students from regular students (Algirdas, 2011).

The idea of special education revolves around giving an education that is holistic in nature and imparts values and knowledge that enables a student to achieve what any other student can attain. The above description brings into sharp focus the need for an inclusive education. An all-encompassing education tries to eliminate the divide between the regular and special need student. In the end of it all, all the people have a fair chance to compete for the same chances within the society (Bradshaw, 2009).

In fact, inclusive education centers on the equal education offered to all. Additionally, it brings justice and quality tools on the table. In fact, it ensures all people receive the same quality of education as they study under the same surrounding while sharing the same amenities within an academic institution. The accommodative nature of inclusive education makes it accessible to all students, as it does not discriminate against anyone, whether they suffer from mental illnesses or not, so long as one is ready to learn, it gives them a chance. An inclusive education designs a system that can absorb informal and formal types of education with ease (Annelies and Fethi, 2010).

B.) Disadvantages perspectives

IV. Attitude of education sector stakeholders toward integrating education systems

Educators have always tried the idea of inclusive education in the recent past so as bring unity and understanding. The debate over inclusive education a rose mixed reaction among education stakeholders. For example, various organization in The Arab emirates worked together to include children with special needs into standard institutions. Although it is an emerging trend for countries to develop inclusive education to meet universal demand, it comes with many difficulties. The teachers play a central role in establishing an inclusive system. Consequently, their attitude toward the system is important, as they will run the system and make it operational. If a teacher has an adverse attitude toward reforms that establish an inclusive education system, it is likely to fail. Additionally, educators are responsible and oversee most transitions from one system to another. Moreover, most teachers carry out practices that lead to the realization of the success or failure of an inclusive system. Thus, the roles of educators are vital and define the thin line between failure and success. For example, in a nation like Arab emirates, the approach to inclusive education is different. Caring for special needs students and adults occur within any type of surrounding, that is from the family setting to an academic institution. The capacity to come up with infrastructure within the society that can translate into taking care of people with special needs indirectly has an impact on inclusive education whether people realize it or not. Hence, this implies that inclusive education does not need to commence from education reforms, but society has a role to play to realize t the need for inclusivity scholars with exceptional needs. In other words, the shift toward inclusive education is easier when the society makes small strides toward changing into an inclusive schooling system. Attitude and behavior toward distinct needs students’ needs to change if inclusive education was to succeed. In short, the role of the entire community is important while establishing inclusive education (Annelies and Fethi, 2010).

The research carried out in Arab Emirates among qualified teachers, most of them thought that working with children with special needs was a good opportunity to expand their knowledge on the issue a most of them had little training on how to handle children with special needs. However, some of the teachers did not want to dwell further on the issue and specialize in teaching the children. Additionally, most educators noted that in Arab emirates, inclusive education was in its developmental and awareness stage and cannot amount to much until proper infrastructure is put up to facilitate inclusive education (Annelies and Fethi, 2010).

A.) Educators and inclusive education

B.) Care of students with special needs for inclusive education

V. Putting up inclusive education in a neoliberal society

Some of the things that can bring about inclusive education have to do with values and ethical issues. The role of education is to bring about change by imparting beliefs and knowledge through a system that is fair and considers other people form a diverse world. This approach tries to connect the power of education to bring about change and inclusivity in the wider society and not within the confines of classroom alone. An educative system is one that takes into account various values, cultures and opinions. Out of the variety, it still inputs knowledge, skills and maintains good quality thaw translates into bringing up a good society that in turn can cause social change in the way people view people with special needs (Bruce, 1999).

In Australia, inclusivity in the education sector is the practice of promoting competition at each level of education. Competition between different types of school, teachers, regular and special needs children and between neighboring academic institutions; the growth in competition is an indicator of an inclusive system that caters for the needs of different types of students across the board. An inclusive schooling has the ability to resolve some of the cultural conflict that happens daily within the society such as racial discrimination. More so, it prepares students to live in a diverse world and gives them all a democratic chance to pursue whatever they want in life. The role of policies to enable to existence of a multicultural education system offers guidance and direction within the education system (Bruce, 1999).

A.) Changes for an inclusive education

B.) The difficulties to make the change to an inclusive education

VII The realization of inclusion within regular school systems

Inclusivity depending on the angle one views it is not only about children with special cases but even children with a slow learning ability than an average child. The only thing that educators should learn is how to pay close attention to the diversity and offer help where agent and necessary. To change a regular classroom into a place that cater for the needs of all students one needs to come up with a program that facilitates the educating of all students to achieve their academic goals. Furthermore, there are lot of changes that can take place to facilitate inclusivity, the list is endless but so along as all the students learn under the same roof and shares one environment. The earliest concept of inclusive education gears toward painting a perfect picture of the actual community through portraying the variation in the society within the classroom (Bruce, 1999).

One of the most notable arguments is that an estimated 20% of students need extra attention in the classroom but due to the lack of grouping, they go unnoticed. Most of the members of the public think that disability is the only thin to look at when it comes to special needs. By doing so, they end up neglecting other crucial factors. Equally important to note that collaboration is crucial to bring the plight of the unnoticed students into the limelight and offer a service to them (Bruce, 1999).

A.) How to facilitate inclusion in the classroom

B.) Needs of students for a successful inclusion

VIII Main disadvantages toward inclusive education

The diversity may increase the size of the classes. Consequently, the quality of services offered by teachers reduces, as they cannot cater for all the students’ needs at once. Thus, the plight and educational needs of the students with special cases go unattended. A diverse class brings in the issue of the contrasting mental ability. The constant existence of variation needs special attention that some most teachers might not have or may take time to acquire (Annelies and Fethi, 2010).

Some people claim that regular student will suffer the most, as they will have to learn at the same pace as a disabled student. This will force them to adapt to slower methods to accommodate and adapt. Although not proven, some people claim that cases of stigmatization come up within inclusive systems and this harm the self-esteem of special need students (Annelies and Fethi, 2010).

Inclusive education, for many educators, is synonymous the training to meet the different needs of students in order to manage situations that arise in the classroom, the interest that educators show towards these practices is often disinterested and cannot get to implement the necessary practices to include students with special needs. As cited by Bradshaw (2009), in his analysis he found that teachers had little interest in change and little knowledge about the implementation of the necessary classroom practices since this is fundamental to implement the inclusion of diverse students with special abilities. That is, educators do not want to do anything different, they want to continue using the same practices in the classroom without making any effort to acquire the knowledge to put into practice the most innovative methodologies in which they can include all students in the classroom.

In summary, inclusive education encompasses many values that end up shaping the whole society and giving everyone the opportunity to excel in whatever they undertake. On the other hand, the disadvantages have to do with the stigmatization of children within a regular system (Bradshaw, 2009). The fact that educators are committed to the inclusion of students with special needs is essential since teachers are required to be trained to include these students in regular classes with the rest of their classmates. Therefore, the success of inclusion is in the support that all the educational staff brings to these students.

A.) The problems in inclusive education

B.) The requirements for an inclusive education

IX Conclusion


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