Special Rights

The DEC/NAECY joint statement for perspective of parents/caregivers of children with special needs through policies and practices that encourage and support high expectation for all children to get full potential of learning. The authors’ believe the staff should

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

In 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education and called on the international community to endorse the concept of change and inclusion through a new statement called ‘The Salamanca Statement’. As this was the first major international statement of what an inclusive approach to education needs to be, they formed practical strategies to ensure this positive inclusion would take place worldwide.

At my placement, we don’t think of children as special needs, we think of them as children with specific and/or additional needs. We aim to give every child equal opportunities. Children in my setting are not singled out because of their different needs. If a child requires 1:1 support we will keep them within the classroom in their groups and they will receive extra support, we do not remove them from their peers and single them out. In order for children to have opportunities for making progress it is important practitioners identify and implement adaptions to ensure the work is accessible to all children.

I also believe that a key element of inclusion is maintaining a close relationship between me and the special education teachers and paraprofessionals that I will be working with. If it is at all possible to work together in one classroom, I believe that this will benefit all my students.

When I read this article, I began to think of inclusion. I have researched the different ways that exceptional students could be accommodated in the classroom. Those same accommodations can be made for children that are disadvantaged. I think it is very important to give students every opportunity possible to learn. There are a number of methods that I agree with that were introduced to me in this article. I agree that flexibility is needed within the classroom. Taking time to learn about your students is required to make appropriate accommodations. Children need to be heard in the classroom. A sense of security

Special education (SE), according to McCarthy, Dyer and Hunter (2002) differs from the education which is provided to all students enrolled in Australian schools. They state, the main principles of inclusive education are that barriers to inclusion and marginalisation are removed or reduced and that the key ideas of SE focus on in-class support and whole school practice. Despite there being no unified definition of what inclusion looks like, the Federal government, via the State governments requires all students have access to a minimum standard of education, outlined in the Australian curriculum documents. (Australian Curriculum, Assessment and Reporting Authority, 2014). However, some children cannot access the curriculum, therefore educators must provide access to learning which will support all students in achieving success (Heward, 2009). Just as each person is an individual, it stands that their learning needs are unique, leading to the development and delivery of learning programs and spaces which reach those exceptional students (Brady & Scully, 2005).

Prior to the 1990’s Special Education was entirely in the hands of religious orders. In the mid 1980’s the worldwide push highlighting the need to integrate children with special

Prior to inclusive education, segregated special education classes were for students with special needs, since then many government frameworks, movements and acts have been put into place for fairness. Within the articles introduction, Boyle and Anderson (2015), mention the ‘World Conference of Education’ that in 1990, were the first to challenge the educational paradigm with the promoting idea that all students should receive an education in regular classrooms within their local school (as cited in Anderson & Boyle, 2015), later in the article it mentions there are still ongoing debates on this topic. However in my own examination of the article, education for students has progresses a long way and improved greatly. Students with special needs are placed in the general education setting and it is now the teacher’s professional job to provide appropriate teaching strategies and styles for a diverse population of students to enhance learning for all students, seeing that inclusive education means making sure every student feels welcomed and is learning in a safe, supported learning

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

When Dr. Rama Cousik came in and talked to us about special education I found it very interesting. When we were asked where we thought special needs students should be taught it made me think. The students should be taught with the other students in his or her grade but then I thought that they may have trouble

Throughout years of college experience and classroom experience a person develops their own opinions of education topics. Some people simply agree with what other people say, while other develop well thought out conclusions. As a future educator, I personally have taken a long hard look at the positive and negative sides of Inclusion in the education setting regarding special education students. I have seen first hard the benefits and drawbacks to Inclusion. I have done research and collected resources to support both sides of the fence. As a person outside of the classroom, I only see the benefits to Inclusion, because all children should be treated equally.

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

Uniquely, in inclusive classrooms, students with special needs have access to the mainstream curriculum, thus giving them more opportunities for academic growth. (Is Integrating Children with special needs in mainstream classrooms beneficial?) Students with disabilities do better when in a setting where expectations are higher and more is asked of them. The students will flourish academically because in regular

To make teaching effective, you need to ensure that inclusive learning is ubiquitous within the classroom, irrespective of the diversity within your classroom. The pupils within a classroom that are categorized under ‘special educational needs’ (SEN) depend on the way you, as a professional, implement strategies in order for them to make the necessary progress. Therefore, the impact of poor awareness for particular pupils needs can have a detrimental effect on their progress, leading to potential issues of pupil marginalization or academic failure, which, unfortunately, are the issues currently faced in schools up and down the country. Teaching and learning needs to stop being something only reaches most learners in the classroom, to one that develops the learning opportunities for each pupil in the classroom (Florian & Linklater, 2009).