INCLUSION

Inclusive Education

Table of Contents

Introduction1

Theoretical models of inclusion2

Adaptive Learning Environments Model (ALEM)2

Team teaching model3

Strategies Intervention Model (SIM)3

The Circle of Inclusion model4

Current UK legislation4

Obligations under the law5

Disability equality duty6

Segregation in the form of special schools6

Deconstruction and reconstruction of the concept of inclusive schools7

Role of multi disciplinary team9

Teachers9

Parent's role10

Conclusion12

References14

Inclusive Education

Introduction

Inclusive education is essential for the equality of human rights. According to a Human Rights and Disability report published by UNICEF, one of the major problems in the field of education is the unavailability of education for children and adults with disabilities. Education is an innate and fundamental right of every individual. The lack of provision of this right poses a serious problem at the national level. The major concern is the fact that the quality of education differs between that provided for special people and that assessable to the normal people (Reid, 2001, p. 25). UNICEF has been working on the goal of Education for All but if nations do not work on the inclusive education, this goal will remain unaccomplished.

In the given case, the 15 year old child Irfan has been enrolled in a special school. He suffers from restrictive range of physical movements and needs a physiotherapist to help him with his movements. Range of motion may be understood as the distance that can be covered using a certain joint and the direction in which this distance will be covered. For people who cannot use a certain joint as per the normal capacity, the movements may be restricted causing a sort of physical disability. For this purpose, Irfan had been attending the local youth club and took two classes a week along with his other friends from school. The paper addresses the question whether Irfan has access to inclusive education or not. It sheds light on the theoretical models of inclusion, current UK legislation pertaining to inclusive education post 16 years of age, deconstruction and reconstruction of the concept of special education and the role of multi disciplinary team in helping Irfan and his parents and many others like him in meeting their needs of education in an inclusive way.

Theoretical Models of Inclusion

The purpose of the model of inclusion is to ensure that system is fully inclusive. Various models have been developed and implemented over time and the effectiveness of one differs from the other based on the context in which it was implemented. Though the models are unique there are certain aspects common to them. One of the key elements common to all the models is the level of collaboration between general and special education teachers. Another key element is the way the teachers mould assignments and employ different strategies. Some of the models follow an unstructured approach while the others follow a more structured approach (Mason, 2006, p. 20).

Adaptive Learning Environments Model (ALEM)

The purpose of this model is to come up with basic academic skills. There are certain demands from each child. These range from social to academic and are necessary for building the confidence of ...