Mainstream or special? Educating students with disabilities

Jenkinson, Josephine C.

doi:10.4324/9780203289389

Cited by 64 publications

(50 citation statements)

References 8 publications

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“…Inclusion advocates pointed out that separate curricula further promote exclusion, segregating children who can learn normally and those who cannot (Ainscow, 1991(Ainscow, & 1994Jenkinson, 1997).…”

Section: Inclusion and Resourcesmentioning

confidence: 99%

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Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis

Wang¹

2009

IES

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Traditionally, children requiring special educational needs (SEN) are segregated into separate learning environments. While this education practice has been established for years, other educators and analysts have been questioning its efficacy. Most of them suggest that students with SEN should be included into mainstream schools to maximize their learning experiences. Several other benefits as well as issues have been raised in relation to this educational issue. In this paper, the factors related to the education and inclusion of students with SEN, including the curriculum, attitude of the educators, professional development, equality issues as well as learning experiences, will be discussed. The significance and relevant effects of these factors will be the basis of the conclusion of this paper on whether inclusion should be adapted.

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Section: Inclusion and Resourcesmentioning

confidence: 99%

“…Furthermore, several educators have argued that exposing children into ordinary education settings will be the most effective means of equipping children into better self-supportive adults in the future (Jenkinson, 1997). The students are not the only ones affected by the segregation system.…”

mentioning

confidence: 99%

Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis

Wang¹

2009

IES

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“…Siden Dunn startet denne debatten er det gjennomført flere rekke forskningsprosjekter og en rekke metastudier for å forsøke å besvare spørsmålet: Hva er best, segregering eller integrering/-inkludering? Mange av disse studiene konkluderte med at inkludering og laeringsarbeid i et elevfellesskap sammen med jevnaldrende gir best resultat, så vel faglig som sosialt (Jenkinson 1997, Gartner & Lipsky 1996, Baker, Wang &Walberg 1994. I en studie av inclusive education i USA, Canada og Australia og fem europeiske land gjennomført av OECD i perioden 1995-1998 konkluderes det med at: "(…) all children, however heavily disabled, can be included in regular schools with no detriment to themselves or other pupils, providing the conditions are right" (OECD 1999: 49).…”

Section: Spesialundervisning -Avgrensning Av Begrepetunclassified

Spesialundervisning i videregående opplæring fra Reform 94 til Kunnskapsløftet

Markussen¹

2010

ADNO

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Artikkelen drøfter praktisering og resultater av spesialundervisning i videregående opplæring i Norge med hovedfokus på tiden fra innføringen av Reform 94 til like etter innføringen av Kunnskapsløftet. Artikkelen drøfter forholdet mellom segregerte og inkluderende løsninger, men uten å ha som ambisjon å svare på spørsmålet om hva som er best. Det vises at selv om inkludering som prinsipp har bred politisk oppslutning, foregår det fortsatt omfattende bruk av segregerende tiltak i spesialundervisningen. Kvantitativ forskning i perioden 1994-2009 viser at elevene oppnår best faglige resultater når de får spesialundervisning i inkluderende løsninger, og at elever som får spesialundervisning i egne klasser med redusert elevtall i gjennomsnitt oppnår de svakeste faglige resultatene. Kvalitativ forskning modererer disse funnene, og viser at det også er mulig å oppnå gode resultater innenfor segregerte løsninger. Dette skjer særlig når to forutsetninger er tilstede, at skolens ledelse og personale har et gjennomtenkt og bevisst forhold til sin pedagogikk, og når ungdommene får tett oppfølging.

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“…Dunn (1968) in Wang (2009), asserts that the segregation of special children involves many issues of concern, which were generalized into four main points of argument including the students' academic achievement, the detrimental effects of labelling associated with placement outside the mainstream; the racial imbalance in special education, and recent advances in individually paced curricula which would make it possible to accommodate students with disabilities in the regular class. Furthermore, several educators have argued that exposing children into ordinary education settings will be the most effective means of equipping children into better self-supportive adults in the future (Jenkinson, 1997). The students are not the only ones affected by the segregation system.…”

Section: Challenges To People With Special Educational Needsmentioning

confidence: 99%

“…Arguments and debates have been raised in line with the right policies on how to educate children with special educational needs. According to Jenkinson (1997), people with disabilities are traditionally educated in segregated classrooms, specifically designed to cater to the students' certain incapacities. Educators find this segregation system beneficial, as they are able to apply curriculum formulated specifically for special people.…”

Section: Challenges To People With Special Educational Needsmentioning

confidence: 99%