| Introduction | | | | an alternative for some of the stakeholders involved in |
| Education in the United Kingdom has undergone | | | | the special schools programme. Special schools take |
| various changes over the past few decades. The | | | | up a large number of staff members, sponsors and |
| government has passed laws that discourage less use | | | | agencies. As it can be seen presently, there are some |
| of special schools; instead there is more focus on | | | | special schools in the UK that are already closing |
| integration. These changes have sparked a wide | | | | down. Resources previously directed to these |
| range of reactions and discussions about the topic. | | | | institutions are now going to mainstream schools. This |
| There is a need to unravel the true definition or the | | | | has sparked off a lot of controversy and debate |
| most acceptable of inclusive education. Additionally one | | | | surrounding the issue. Some of the staff members |
| needs to assess whether or not inclusive education | | | | may run out of jobs while others may have no other |
| has brought positive changes. The negative | | | | options. |
| consequences need to be analysed too. A thorough | | | | There is also another related argument to the above; |
| discussion on inclusive education must not neglect the | | | | some groups believe that certain children cannot be |
| need for parental involvement and roles played by | | | | fully included in mainstream schools. This is especially in |
| teachers to facilitate the transition. (Mitchell, 2005) | | | | relation to those who may be severely handicapped. |
| Different definitions of inclusive education | | | | They propose that these children need to remain in |
| Some philosophers argue that inclusion is the act of | | | | special schools. While some of these arguments are |
| inviting others in or integrating others into the | | | | not necessarily true; there is an underlying fact. Some |
| mainstream. (Asante, 1996). This premise stems from | | | | students may not have the ability to take part in |
| the fact that some people in society have always | | | | certain physical activities. Also, some mental challenges |
| been treated unfairly. Society has been historically | | | | may be quite difficult for some teachers. It is therefore |
| unjust to certain categories of individuals. These include | | | | difficult to cope with these cases in the inclusive |
| racial minorities, handicaps and others. Proponents of | | | | classroom. (Beckman et al, 1998) |
| such a definition claim that people who have been | | | | Inclusive education has also caused some ripples in the |
| sidelined in the past need to be ‘invited in'. One can | | | | legal system. There are so many controversies in the |
| therefore extend this definition of inclusion to the field | | | | current system. Most of them stem from the fact that |
| of education where inclusive education may be | | | | majority of people still use the term children with |
| defined as a form of education that facilitates | | | | disabilities. This term denotes separation of the special |
| integrating those who have been neglected in the past | | | | needs children. It also highlights the fact that there are |
| ‘in'. However, one cannot help but see some of the | | | | still many differences between children who need |
| loopholes that emerge from such a definition. First of all, | | | | support in education and those who do not. It indicates |
| who has a right to invite others in? Additionally one | | | | that the UK government is yet to come to terms with |
| should examine what are the causes of exclusion in | | | | the fact that the medical model they have been using |
| the past. It should be understood that all persons have | | | | is outdated. Such reasoning presents a real problem in |
| equal rights in education. No single person should have | | | | the education system because there is a need to |
| the upper hand to decide another's fate. (Hanson, et al, | | | | change all these issues. |
| 1998) A more acceptable way of looking at inclusive | | | | How teachers help children with special needs adapt |
| education should include the acknowledgment of the | | | | to mainstream classrooms (Mittler, 2000) |
| fact that all human beings are born equal and that | | | | Analysis of advantages and disadvantages |
| society is given the responsibility of supporting those | | | | A more comprehensive understanding of the |
| who have special needs. | | | | disadvantages and advantages of inclusive education |
| The Centre for Studies on Inclusive Education came | | | | comes from addressing the root causes behind |
| up with a more comprehensive definition of inclusive | | | | exclusion. (Pearpoint & Marsha, 2001) It should be |
| education. They state that inclusive education refers to | | | | noted that the greatest opponents to inclusive |
| inclusion of all manner of children in schools (high | | | | education are those individuals who feel threatened or |
| school, universities, colleges and preschool) regardless | | | | insecure about the system. Inclusive education is |
| of their disabilities provided they are given all the | | | | something relatively new to them and they may have |
| support they require. They assert that inclusion should | | | | the fear of loosing their positions or jobs once this is |
| encompass the community and life in general. It | | | | instituted. Others may not be certain about the mode |
| involves the acknowledgment of the fact that some | | | | of implementing inclusive education. |
| pupils or students may need more support. The | | | | It should be noted that opponents to inclusive education |
| support should be provided by a number of | | | | are not necessary ‘evil' people. These are people |
| stakeholders ranging from local governments, | | | | who have been influenced by society's misconception |
| education agencies and education sponsors among | | | | and negativity; they simply do not understand children |
| others. However, there is a need to modify this kind of | | | | with special needs. (Daniels, 2000) On the other hand, |
| definition because it does not include the element of | | | | such persons may be afraid of facing the reality that |
| continuity. (Lieber et al, 1998) | | | | children with special needs to exist as they have |
| The most acceptable and comprehensive definition | | | | grown accustomed to ignoring them or leaving them |
| was put forward by CSIE, two years later. They | | | | out. There is an underlying issue behind some of these |
| described inclusive education as the continuous | | | | misconceptions and negative attitudes; most people |
| process of including students in mainstream | | | | are actually unaccustomed to change. Inclusive |
| classrooms, the community and local culture. It also | | | | education will involve an adjustment of present |
| involves reducing the level of exclusion in the latter | | | | teaching practices, methods and approaches and this |
| mentioned realms. It also involves the elimination or | | | | is something that really frightens most people. |
| reduction of obstacles in education and participation. It | | | | How teachers can help special needs children adapt to |
| should be noted that this definition is more dynamic and | | | | mainstream classes |
| highlights the fact that schools/ communities cannot | | | | Teachers need to understand that as soon as they |
| adopt inclusion overnight. This is something that | | | | have decided to take up inclusive classrooms as part |
| gradually changes with time. It should also be noted | | | | of their responsibility, then they need to be ready for a |
| that this definition avoids the use of integration and | | | | lot of work. Teachers should equip themselves with all |
| emphasises inclusion instead. The reason for this is that | | | | the necessary information needed to cope with these |
| integration tends to imply that some people are more | | | | changes. There are certain skills and knowledge that |
| equal than others and that the former have a right to | | | | will help them teach children with special needs. |
| ‘integrate' others into their own systems. | | | | (Reynolds and Fletcher-Jansen, 2007) For instance, |
| Advantages and disadvantages of inclusive education | | | | some of them may have mental disabilities thus |
| Advantages | | | | making it very difficult to comprehend simple |
| Inclusive education is more beneficial than it is | | | | instructions. Such teachers need to know what to do |
| detrimental. Even criticisms labelled against inclusive | | | | in order to enhance the learning process. First of all |
| education are simply based on the fact that the | | | | teachers need to take their time. Some children may |
| program was not implemented properly. If it is | | | | take painstakingly long periods of time before |
| implemented in the right way, then inclusive education | | | | understanding any piece of information. A simple |
| can change the lives of a special needs child, other | | | | exercise like adding numbers may require weeks of |
| children in the mainstream classroom, teachers and | | | | practice for children with such challenges. This means |
| society in general. (Lieber et al, 1997) | | | | that teachers need to give these children special |
| First and foremost, inclusive education provides children | | | | attention. They must realise that learning for such |
| with special needs the chance to participate in normal | | | | students will only take place if they deal with it one |
| day to day activities. Once they attend mainstream | | | | step at a time. |
| classes, they are given the opportunity to interact with | | | | Additionally, teachers can also help students with |
| other members of society. They get to do some of | | | | special needs adapt to the mainstream classroom |
| the normal things and this enhances their socialisation | | | | environment through equipping themselves with all the |
| skills. It gives them a platform for creating different | | | | necessary technology available in the world today. |
| relationships with their counterparts. Such an | | | | There are always new devices and methods that are |
| achievement was not possible in the past where | | | | being created in order to help children with special |
| children were placed in special schools. In such isolated | | | | needs live better lives. For instance, there are |
| locations, children rarely get the chance to interact with | | | | computer programs for visually impaired persons. If |
| others who may be different from them. Inclusive | | | | teachers regularly attend workshops, read journals, |
| schools allow children with different abilities to learn | | | | books and other sources on technological |
| how society really operates. | | | | advancements in the field of special education, then |
| Inclusive education is also beneficial to special needs | | | | they can familiarise themselves with it and this will go a |
| children because statistics show that other | | | | long way in stimulating the learning process. |
| approaches have failed in the past. Before introduction | | | | Additionally, teachers also have to develop customised |
| of inclusive education, children with special needs were | | | | teaching techniques in order to make each learning |
| taken to separate institutions (special schools). Follow | | | | technique specific to a particular child. This means that |
| ups conducted in this area show that such an | | | | they should take the time to understand what different |
| approach has not been very effective. Children who | | | | children need. For instance, there was once a teacher |
| came from separated schools rarely had high self | | | | who was trying to control a child with learning |
| esteem; they lacked motivation and the confidence | | | | disabilities but found it rather difficult. The child would |
| necessary to make it in life. It was also found that | | | | speak when he was not supposed to and rarely |
| special schools were ineffective in equipping special | | | | listened to what he was told. If the rest of his |
| needs children with the right kind of knowledge to | | | | classmates were required to do some painting, this |
| enter high schools, universities and colleges. Since most | | | | child would demolish all the tools that he had been |
| of them could not make it this far in education, they | | | | given. But after immense tolerance and patience, the |
| also lacked the ability to penetrate into the job market. | | | | child's teacher understood that the child could only |
| Special needs children who had been taken to | | | | concentrate for a period of sixty minutes. His teacher |
| segregated institutions also had very low forms of | | | | would maximise the sixty minutes available to her |
| independence in their adult lives. Consequently, most of | | | | every day and by the end of the year, the special |
| them relied on their relatives in order to survive in later | | | | needs child made considerable progress. |
| life. Because of all these inadequacies in past systems, | | | | Teachers can try their best to implement some of the |
| there is a need to take up better approaches which | | | | above strategies but if they lack support from the |
| can be deemed more proactive i.e. inclusive education. | | | | administration and other stakeholders, then very little |
| Inclusion is a fundamental right for all children with | | | | can be achieved. There is a need to implement policies |
| special needs. It is a big misunderstanding to think that | | | | and procedures that enhance inclusion. (Armstrong et |
| giving children with special needs the opportunity to | | | | al, 2000) Teachers need numerous resources to deal |
| interact with and learn with other children is a special | | | | with different kinds of scenario. Administrators need to |
| favour. As a matter of fact, the issue was long | | | | change the curriculum as traditional curricula may not |
| overdue. Society owes children with disabilities this | | | | have the ability to cope with all the requirements that |
| fundamental right and inclusive education is one of the | | | | come with inclusive education. Besides this, there |
| major platforms for providing meeting this obligation. | | | | should be a lot of changes in the structures and |
| Additionally, children with special needs get the chance | | | | systems of the school. (Odom et al, 1999) |
| to feel like they are part of society. Alienating children | | | | There is no doubt that the United Kingdom has |
| with special needs only enhances the feelings of low | | | | definitely come a long way in the process of |
| self confidence among them. Such children will realise | | | | implementing inclusive education. However, there are |
| that they are indeed rejected by the rest of society | | | | numerous challenges that still lie ahead. There is need |
| and will never feel like they belong. However, those | | | | for better legislations that discourage funding of |
| children placed in inclusive schools get a chance to | | | | segregated schools, parents need not deny their |
| meet some role models and this goes a long way in | | | | children access to inclusive education and there should |
| enhancing their learning abilities. Role models are a | | | | be greater funding in this area. Teachers and school |
| crucial part of any child's developmental phase. Finding | | | | administrators need to desist from stereotypes as |
| role models is rather difficult for children in segregated | | | | these stereotypes only stem from ignorance and they |
| schools since all the children found there have similar | | | | also impede the proceeds of inclusion. Because all |
| inefficiencies. | | | | these issues are still at the table, then inclusive |
| Inclusive education is not just important to a child with | | | | education still has a long way to go in the UK. |
| special needs; it is also quite helpful to children without | | | | Extent of parental involvement |
| them. First of all, it teaches these children leadership | | | | Inclusive education has also brought about some |
| skills as most of them may need to show their | | | | controversial issues; how far should parents be |
| counterparts a number of things. (Fletcher-Campbell, | | | | involved in the process? Some people argue that |
| 1994) Through the process of interacting with special | | | | parents need to reserve the right to decide for their |
| needs children, children without special needs acquire | | | | children whether they should attend inclusive schools or |
| virtues such as patience. This is because the inclusive | | | | whether they should be taken to separate special |
| classroom may require that. For instance, a teacher | | | | schools. However, others believe that all children have |
| may have to pay extra attention to a child with special | | | | the right to enjoy attending inclusive classrooms and |
| needs while in class and this may necessitate some | | | | parents should not interfere with this choice. Upon |
| level of tolerance from the others. Children without | | | | analysing this issue critically, one cannot undermine the |
| special needs also learn how to be more helpful and | | | | benefits that come with inclusive education. Such |
| shun away selfishness. An inclusive classroom requires | | | | thinking is what impedes development of inclusive |
| those without special needs to help a child who may | | | | education. If all parents understood the benefits that |
| have difficulties in walking or writing something while in | | | | come with inclusive education, then there would be |
| class. | | | | greater support and development in this sector. |
| Other qualities that children without special needs | | | | Parents need not allow their own fears and |
| acquire from inclusive classrooms include an | | | | misconceptions interfere with the benefits that their |
| appreciation for all the differences that exist between | | | | children stand to gain if they attended mainstream |
| members of society. (Jowett and Moses, 1988) | | | | classrooms. (Pearpoint & Marsha, 2001) |
| Children who get accustomed to seeing different | | | | Conclusions |
| children may adjust to this and may eventually acquire | | | | Inclusive education is all encompassing education |
| more tolerance. This virtue is quite essential later in life | | | | regardless of disabilities. (Florian et al, 2006) It is |
| because it may prevent issues such as hate crimes. | | | | beneficial to the special needs child because it allows |
| When one analyses the issue of hate crimes, they | | | | them to socialise and develop psychologically. It also |
| realise that most of these crimes are usually | | | | raises their self confidence because they can feel like |
| perpetuated by individuals who had never been around | | | | part of society. Parents who deny their children |
| others who were different from them. Therefore | | | | access to mainstream classes will only be preventing |
| inclusive education could train most children without | | | | them from accessing all the above mentioned benefits. |
| special needs to develop tolerance for others; a skill | | | | Lastly, teachers, administrators and other stakeholders |
| that will be instrumental in the future. | | | | need to adjust structures and school curricula in order |
| Inclusive education also enhances communication skills | | | | to make it more favourable for special needs children's |
| for all children in the class. The environment is such | | | | learning processes. The UK has been one of the |
| that it requires children without special needs to come | | | | pioneers of inclusive education but much still has to be |
| up with methods of communicating with special needs | | | | done. Laws governing inclusive education is |
| children. It should be noted that some members from | | | | incompatible with modern concepts, funding has also |
| the latter group may not have the ability to | | | | not reached its peak and there is a need to regulate |
| communicate using conventional techniques. This | | | | parental involvement. |
| prompts some of their counterparts to think of | | | | Reference: |
| creative ways to get their messages across. For | | | | Asante, S. (1996); What is inclusion? Inclusion Press |
| instance, a child who may not have the ability to hear | | | | International |
| or speak may require the use of symbols or | | | | Pearpoint, J. & Marsha, F (2001); Inclusion is about |
| application of sign language. These communication | | | | change, Inclusion Press International |
| strategies will go a long way in helping children without | | | | Resteimer, S. (2002); Inclusion Information Guide, a |
| special needs to cope with their external environments | | | | report for Centre for Studies on Inclusive Education |
| in adult life. (Schwartz, 1998) | | | | (CSIE), 4th April 2002 |
| Inclusive education is also beneficial to the teacher | | | | Florian et al (2006); The SAGE Handbook of Special |
| handling an inclusive classroom. First of all, she is | | | | Education London, Sage, p33 |
| required to always be ready for visits from inclusive | | | | Mitchell, D. (2005); Contextualizing Inclusive Education, |
| education stakeholders such as local authorities, | | | | Evaluating old and New International Paradigms, |
| agencies and sponsors. This means that the teacher | | | | London Routledge, Falmer, p 14 |
| should always be at her best and this makes her | | | | Reynolds, C. and Fletcher-Jansen E. (2007); |
| better at her profession. Inclusive education also | | | | Encyclopedia of Special Education London, Wiley, p |
| makes teachers better role models because they get | | | | 346 |
| to understand various types of students and how to | | | | Armstrong, F. et al (2000); Inclusive Education, Policy, |
| deal with them. Eventually, they can teach their | | | | Contexts and Comparative Perspectives, London, |
| students these values too. Teachers also get a | | | | David Fulton, p105 |
| chance to interact with other inclusive educators | | | | Daniels, H. (2000); Special Education Re-formed, |
| through workshops and conferences. By doing so, | | | | Beyond Rhetoric? London: Falmer Press, p 53 |
| they gain a better understanding of the teaching | | | | Mittler, P. (2000); Working Towards Inclusive Education: |
| process in general. Teachers are also exposed to | | | | Social Contexts London David Fulton, p113 |
| various situations in the classroom since special needs | | | | Evans, J. and Lund, I. (2002); Inclusive education, are |
| children always require different needs. Consequently | | | | there limits? Journal of European Special Needs |
| teachers will need to think outside the box. They also | | | | Education, 17, 1, 18 |
| need to engage in extra work in order to make them | | | | Fletcher-Campbell, F. (1994); Still Joining Forces? A |
| better equipped for this challenge. This will add to their | | | | Follow-Up Study of Links between Ordinary and |
| value as teachers and they will be more professional. | | | | Special Schools, Slough, National Foundation for |
| Disadvantages and challenges | | | | Educational Research, p 45 |
| In order to effectively implement inclusive education, | | | | Jowett, S. and Moses, D. (1988); Joining Forces, a |
| there is a need to adjust people's frame of mind. All | | | | Study of Links between Special and Ordinary Schools, |
| stakeholders need to be informed about the benefits | | | | Slough, National Foundation for Educational Research |
| of education. There should be elimination of | | | | Nelson, p22 |
| stereotypes and misconceptions yet this is a very | | | | Lerner, B. et al (1998); Preschool Children with Special |
| difficult task. In the event that a school decides to | | | | Needs: Children at-Risk, Children with Disabilities, |
| encourage participation, they will have to deal with | | | | Needham Heights, Allyn & Bacon |
| these negativities. Those individuals who hold traditional | | | | Beckman, P. et al (1998); Communities, families, and |
| beliefs about education usually resist change and a lot | | | | inclusion, Early Childhood Research Quarterly, 13, |
| of resources must be allocated in the process of | | | | 125-150 |
| changing this frame of mind. (Schwartz, 1998) | | | | Hanson, M. et al (1998); The culture of inclusion: |
| However, changing people's perspectives may not be | | | | Recognizing diversity at multiple levels. Early |
| a hundred percent efficient. For instance, a country like | | | | Childhood Research Quarterly, 13, 185-210 |
| the US has been battling with the issue of racism for | | | | Lieber, J. et al (1997); The impact of changing roles on |
| decades on end. Although it has come a long way | | | | relationships between adults in inclusive programs for |
| from the days when segregation was still part of their | | | | young children, Early Education and Development, 8, |
| law, there are still some people who will never accept | | | | 67-82 |
| racial differences. Similarly, the United Kingdom must be | | | | Lieber, J. et al (1998); Inclusive preschool programs: |
| prepared to accept that some people will never | | | | Teachers' beliefs and practices, Early Childhood |
| change their stereotypes towards inclusion. (Lerner et | | | | Research Quarterly, 13, 87-106 |
| al, 1998) | | | | Odom, S. et al (1999); On the forms of inclusion: |
| Another disadvantage of such an approach to | | | | Context and service delivery models, Journal of Early |
| education is the fact that inclusive education | | | | Interventions, 22, 185-199 |
| encourages more closure of special schools. This is an | | | | Odom, S. et al (1996); Inclusion at the preschool level: |
| issue that has sparked a lot of controversy given the | | | | An ecological systems analysis. SRCD Social Policy |
| fact that the UK government still funds some special | | | | Report, 10, 18-30 |
| education schools. (Evans and Lund, 2002)Adoption of | | | | Schwartz, I. (1998); Including children with autism in |
| the inclusive education approach will involve providing | | | | inclusive preschools: Strategies that work. |