DEAF INCLUSION

Deaf Inclusion

Deaf Inclusion

Introduction

Inclusion is not defined in any federal legislature; as a result, the definition of inclusion has varied through several educational reform movements. School systems have defined inclusion according to the beliefs and philosophies of the districts. One of the important problems of education in a society with a complex stratification structure is its accessibility to a range of social groups with unfavorable starting conditions. Inclusive education implies that the diversity of needs of students with disabilities must meet a continuum of services, including educational environment that are most favorable for them.

This principle means that all children must be, from the beginning, included in the educational and social life of the neighborhood school. However, in inclusive schools, all children including those with disabilities provided the support that allows them to succeed, to feel safe etc (Hardman, 2006). Inclusive education is a term used to describe the process of teaching children with special needs in general schools. In the framework, of inclusive education is the ideology that excludes any discrimination against children, which ensures equal treatment of all people, but also creates special conditions for children with special educational needs.

Thesis statement

Research suggests that deaf students benefit from classroom inclusion because they gain needed social skills, collaboration increases their learning, and they receive an equal education.

Discussion

Point 1: Benefits from Full Inclusion

Increase in social skills

Recent research suggests that deaf students benefit from classroom inclusion because they gain needed social skills, collaboration increases their learning, and they receive an equal education. They should be included in the classroom as it helps to built self confidence. Similarly, it also provides academic benefits as students learn more when they see the same environment, and they act according to it. Additional studies, such as Baker and others, have found the instruction in a resource room to be more effective than in an inclusive setting and especially where students with disabilities did not receive specially designed instruction in the general education classroom needed to address their learning needs. Students with more severe disabilities or with fewer social relationships or inability to form friendships have had more results in inclusive settings, as well as greater exposure to academic skills and learning of targeted skills.

Research suggests that deaf students benefit from full inclusion because they gain needed social skills. Deaf students will gain social skills when they are fully included in a regular classroom, because it helps build self-esteem. To promote the integration of students with special needs, various models that focus on learning strategies designed in recent years. Programs of this kind tend to teach students how to learn and how to solve problems. It could also be argued that granting the students more responsibility in their own learning can contribute to the success of inclusion in secondary schools (Fierros, 2006).

Academic Benefit

Inclusive education also provides academic benefit; it can be understood as a guiding principle to achieve reasonable levels of school integration for all students. In the context of a wider vision of integration, inclusive education implies the ...