SPECIAL EDUCATION

Segregated and Inclusive School Approach to Special Education

Segregated and Inclusive School Approach to Special Education

Introduction

Special education has historically evolved from dissent and reform movements and continues to do so. In educational history, students with disabilities progressed from largely excluded from public school programs to be included in general education classrooms and the general education curriculum. However, for much of the 20th century, physical integration into schools was more common than integration into the general education curriculum. From a sociological perspective, the dilemma of difference is the tension that forges between alternatives of education curriculum development for disable students or integrating the inclusive whole school approach. The integration and segregation as a vehicle of assimilation is the core node to enable special education system development within a society (O'Hanlon, 2003, 51).

Currently, the policies of inclusion and recognition have become highly important in all education regimes around the world (Friend & Bursuck, 2002, 69). Differences in learning ability exist since the beginning of school education systems development for disable students. The history of dilemma parallels the history and development of "special education" at one side and models of disability on another.

Using Action Research to Support Students with Special Educational Needs

Educational reform continues apace with policy related to students with 'special educational needs' (SEN), reflecting the now familiar themes of quality, diversity, parental choice, greater school autonomy, and greater accountability (Tomlinson et al., 2004, 25-26). The UK government and many others throughout Europe, Asia, USA, and South America have placed inclusion firmly at the centre of debate about the development of educational policy and practice. The UK government's commitment to inclusive education aligns educational policy with international initiatives worldwide (O'Hanlon, 2003; Tomlinson et al., 2004). The basis of the initiatives is that mainstream schools should develop practices and structures for allowing them in responding more quickly to the diversity of learning need in the student population.

Contemporary issue of special education needs highlights the provision of support for students with special education needs that is synchronized with core subject teaching and provides equal opportunities for all (Dyson, 2001, 25). This includes adaptation of the curriculum to meet the needs of students' diverse and broad ability needs.

Pros and Cons of Segregated Approach to Special Education

Special education before 1975 was influenced by the social efficiency movement, which used industrial models to create effective schools. Through psychological assessments (regarded as empirical testing), Intelligent Quotient (IQ) scores determined in identifying categories of disabilities (i.e., levels of mental retardation). In addition, there were separate and segregated public day schools for children whose physical or cognitive disabilities were considered moderate to severe (O'Hanlon, 2003, 101-102).

Majority of students with disabilities were placed in self-contained categorical classrooms in public schools for disable students far from their neighbourhood school. Main consequences in this context for students with disabilities, who attended their neighbourhood public school, is that generally they spent much of their day in pullout and resource-room programs. In most cases, the curriculum in the separate, self-contained, and resource programs was watered-down ...