Inclusion for Students With Severe Disabilities

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Table of Contents

Introduction
Inclusion education system
Argument for the system
Argument against the system
Conclusion and recommendations
References

Introduction

Children with severe disabilities have for long been discriminated by syllabuses adopted in different countries. Lately, calls for an inclusive education system are on the rise; some schools have adopted these systems while others are still dragging.

An inclusion system is an educational syllabus, which accommodates both students with severe disabilities and cognitive upright students. This paper analyzes reasons for and against an inclusion system. It will discuss the issue from parents and professionals perspective.

Inclusion education system

This is an education system that is moulded to cater for children with severe disabilities as well as those who are cognitively upright. Modification and accommodation are the methods used to manipulate education system to make it favourable for these students. Both category of children attend same classes, eat same food, play together, and read together. There is no separation in the way things are conducted, however, the system recognises the special attention required by students with severe disability (Smith, 2006).

Argument for the system

Through interaction with other students, the children develop interpersonal skills that assist them cope more appropriately with the society than if they were in home-based program or special education schools. As they grow up, they interact with other and develop self esteem. They learn to appreciate their condition. The role of parents is to encourage these children to participate in school activities with others.

Professionals quote low self esteem as the major cause that hinders children with special need to attain and develop their talents. When they are included in such programs, they realize their potential more easily (Wehmeyer, Lattin & Agran, 2001).

Though games and spending time together, children with special needs develop good communication, and listening skills. They can understand body language, facial expressions among other communication methods. This goes a long way in assisting these children in self expression.

These systems call for interaction between the parents, teachers, administration and students for its success. Administration is mandated to build classes that can accommodate children with severe disabilities and adopt a flexible timetable, for example the administration can allows these students to come late or leave early.

Teachers are supposed to give attention to these students and make their system flexible for them to fit. For example they can give recorded lesson which the child can review after school. Parent should ensure that the topics of the day has been revised after school and assist the child in homework and offer continued encouragement.

Perception toward these students is made positive. Their peers who are not disabled get a chance to learn the strong points of these children, appreciate and live with them in harmony. They won’t discriminate against them. This helps in making a society that is well integrated (Rotter, 2009).

Argument against the system

The system requires special infrastructures to be put in place. This is costly. Secondly, much attention is given to children with disability at the expense of other students. These efforts may not be proportionate to the outcome of the system.

The shift of attention may lead to a society with talents which have not been nurtured appropriately (Craig, 2006).

Conclusion and recommendations

Every child has a right to education. Children with special needs should be accommodated in formal education systems. The benefits for such inclusion include a better integrated society, high self esteemed children’s and respect to children’s rights. Modification and Accommodation are the methods used to manipulate the system to make it favourable for students with disabilities. The systems are costly to establish but the end results are worth the cost.

References

Craig, H.,et al. (2006). “Introduction to Special Issue on Accessing the General Curriculum.” What We Know and Need to Know about Accessing the General Curriculum for Students with Significant Cognitive Disabilities. Vol. 31, Issue no. 4. New York:Tash

Rotter, A.(2009). Rekindling the Love of Learning. New York, New York: Strategic Book Publishing.

Smith, A. (2006).Access, Participation, and Progress in the General Education Curriculum in the Least Restrictive Environment for Students with Significant Cognitive Disabilities. New York: Tash

Wehmeyer, M. L., Lattin, D. L., & Agran, M. (2001).Achieving access to the general curriculum for students with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 36, 327-342

Click Here To Order Now!