INCLUSIVE PRACTICE FOR CHILDREN

Inclusive Practice for Children with Disabilities

Abstract

Providing quality education without discrimination of any kind, implies adopting an approach that considers the diversity of identities, needs and abilities of people, promoting full access, completion of studies and learning achievement of all, with special attention to those who are at risk of social exclusion. 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. The objective of this paper is to give an overview of the Inclusive Practice in Education and the legislation regarding it.

Table of Contents

Introduction4

Historical Perspective4

Education Reform and Inclusion8

Effects on all learners10

The Individuals with Disabilities Education Act and Inclusive Practices11

Other options for children with disabilities12

Special schools and boarding schools12

Remedial classes in secondary schools12

Home schooling12

Distance learning13

Observations from the Research13

Recommendations14

Conclusion16

References17

Appendix20

Inclusive Practice for Children with Disabilities

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. Dissent among parents and advocacy groups regarding inclusive practices is common. This entry provides a brief history of inclusive practices and the continued differing opinions as to the effectiveness of including students with special needs in the general education setting (Nutbrown and Clough 2006, pp: 45-65). 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 unfavourable starting conditions. Among them special place is occupied by children with disabilities. Inclusive education implies that the diversity of needs of students with disabilities must meet a continuum of services, including educational environment that are most favourable for them. This principle means that all children must be, from the very beginning, included in the educational and social life of the neighbourhood school. However, in inclusive schools, all children including those with disabilities are provided the support that allows them to succeed, to feel safe etc.

Historical Perspective

In 1975, the Education for All Handicapped Children Act (Public Law 94-142) was signed into law, guaranteeing a free, appropriate public education for all children, including those with disabilities (Nutbrown and Clough 2006, pp: 45-65). Prior to the passage of this law mandating that schools serve all children, the traditional placement for a student with physical or mental disabilities was a self-contained program run by an agency such as the Easter Seals Foundation, with minimal involvement in educational opportunities (Nutbrown and Clough 2006, pp: 45-65).

Public Law 94-142 resulted in children with disabilities being allowed to come to school, but how and where they were educated was not specified. In the late 1970s and early 1980s most students with special needs were often served in separate classrooms along with other students with disabilities. Several movements and initiatives were created, mostly by parents who ...