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

Abstract

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.

Transición educativa de estudiantes con discapacidad: más allá de la escuela. “¿Qué pasará con él cuando yo ya no esté viva?”

“…Esta combinación se puede llevar a cabo a partir de la "educación especial inclusiva", que sintetiza filosofías, políticas, la educación especial y la educación inclusiva, con el fin de presentar una visión clara de una educación eficaz para todos los niños (Hornby, 2015, p. 236). Por lo tanto, la combinación se ajustará a las necesidades educativas de todos (Wang, 2009). Los padres de familia también pueden participar más en las escuelas como sistema de apoyo (Mckenzie, McConkey y Adnams, 2013).…”

Inkluzija, Moralnost I Realnost: Odgovori Na Teška Pitanja

“…Wang, 2009), socijalna dinamika koju ovi učenici ostvaruju s vršnjacima uglavnom zahtijeva kontinuiranu facilitaciju (Terpstra & Tamura, 2008) i rezultuje mješovitim ishodima (Lindsay, 2007;Salend & Duhaney, 1999). Već sam naveo da je aktuelna koncepcija škole inherentno socijalizacijski i razvojno neoptimalna, čak i za učenike bez disabiliteta (Gray, 2013;Zimbardo & Duncan, 2012), što su pitanja koja inkluzionisti sasvim ignorišu.…”

“…Već sam naveo da je aktuelna koncepcija škole inherentno socijalizacijski i razvojno neoptimalna, čak i za učenike bez disabiliteta (Gray, 2013;Zimbardo & Duncan, 2012), što su pitanja koja inkluzionisti sasvim ignorišu. Umjesto toga, inkluzivna učionica (Brice & Miller, 2000) i inkluzija u cjelini (Wang, 2009) uglavnom bivaju opisani kao svojevrstan paragon socijalizacije, pri čemu se posebno naglašava da, za razliku od specijalnih škola (Hornby, 2012), u inkluzivnoj učionici djeca s disabilitetima nisu stigmatizirana imenovanjem (Brice & Miller, 2000;Hornby, 2012).…”

Inclusion of students with learning difficulties in a mainstream primary school. (c2017)

“…Attention by teachers to the social and emotional aspects of learning, as well as interaction with peers without disabilities, helps not only the personal development of students with learning difficulties but also their chance for cognitive learning (Katz and Mirenda 2002). As for the teachers' attitude towards students with learning difficulties, Wang (2009) suggested that training teachers does not only enhance their abilities in teaching, but also provides them with positive attitudes towards inclusion. In addition, he stressed that to get a positive outcome of inclusion, the process and application should be done by collaborative decision making and teamwork between parents, teachers, administration, students and the whole society.…”

“…The term "learning difficulties" is defined in the Oxford Dictionaries (2016) as "difficulties in acquiring knowledge and skills to the normal level expected of those of the same age, especially because of mental disability or cognitive disorder". According to Wang (2009), parents' concern is about the labeling of their children when being sent to special schools. Parents of students with LD recognize the social and emotional benefits of inclusion to their children according to Leyser and Kirk (2007) but they wanted more information on teachers' skills and quality of instruction.…”