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Inclusion of children with special needs in regular classr

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Ann Nguyen

on 11 March 2015

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Transcript of Inclusion of children with special needs in regular classr

What does inclusive education look like in England?
A statement of SEN when a formal assessment has been made
Children with special needs are generally integrated in classrooms
Of 237,110 children with statements:
46.3% are in mainstream state-funded schools
44.4% are in special schools
(Special Educational Needs in England)

Mesosystem- parents highly involved in child's education
Strategies of inclusion
Teachers use a peer group interactive approach
see other adults in school community as support
careful planning of group work
make use of peers to make skill development socially meaningful
(Nind)

Systemic (or ecological) model
Example:
changing seating arrangements has a positive impact on time on task
(Evans)
Barriers to inclusion
Exosystem:
The locus of the government

The locus of the local education authority
decide level of funding
create local policy

The locus of the school
control of individual schools, their staff, teachers and local community


(Hodkinson)
What does inclusive education look like in the US?
About 96% of students with disabilities/special needs attend regular schools
About half of all students with disabilities/special needs spend 80% or more of their day in regular classrooms
4% attend separate institutions

Among those students attending public schools, most are educated in regular classes with appropriate aids and supports, such as designated period of time meeting with a qualified special education teacher.
(US Department of Education)

Mesosystem- parents are highly involved in child's education
Strategies of inclusion
Behavioral model
Example:
using token systems for delivering rewards
effects are immediate
restricted to the period of intervention delivery
incorporates peer support and pressure

Cognitive-behavioral model
Example:
adult and peer modeling of self-instruction


(Evans)
Barriers to inclusion
Exosystem:
Social policy
major effect on placement and provision of services
Fiscal barriers
the way funds are used
Financial barriers
cost of inclusive programs
Interpretation of policies
administrators interpretation of policy influence decisions about inclusion

(Odom)
United States
England
CONCLUSION
Inclusion of children with special needs in regular classrooms
THANK YOU!
Ann Nguyen
Main point
The issue:
Inclusion education vs. Integration
Inclusion

"Inclusion is not another name for special educational needs...inclusion is seen to involve the identification and minimizing of barriers to learning and participation and the maximizing of resources to support learning and participation." (Glazzard)

Integration
is moving students with special needs or disabilities into general education classrooms
Inclusion represents a reconstruction of education in order to eliminate injustice

The need for schools to plan for inclusion and provide adjustments to enable children to access education (Glazzard)

Equity and social justice

Eliminate marginalization and segregation

Social interaction
To recognize the importance of
inclusion

of children with special needs in regular classrooms
Provide individual attention, learning accommodations, and support

"Positive outcomes also accrue for typically developing children enrolled in inclusive settings. These outcomes are related to gaining a greater understanding of disability and greater sensitivity to individual differences among others" (Odom)

Moving away from integration to inclusion
Similarities
of inclusive education between US and England:
Strategies of peer support
Exosystem- Government and authorities can determine implementation of policies
Mesosytem- parents are highly involved in child's education

Differences
of inclusive education between US and England:
More children who have special needs are in regular classrooms in the US than in England
Here is a noteworthy TED Talk about inclusive education that you should watch on your own time. :)
Citations
Evans, J., Harden, A., Thomas, J. (2004) What are effective strategies to support pupils with emotional and behavioral difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research.
Journal of Research in Special Educational Needs.
4(1). p17-19

Glazzard, J. (July 2013). A critical interrogation of the contemporary discourses associated with inclusive education in England.
Journal of Research in Special Educational Needs.
13(3). p182-188

Hodkinson, A. (2007). Inclusive and special education in the English educational system: historical perspectives and recent developments and future challenges.
British Journal of Special Education.

Nind, M., Wearmouth, J. (Nov 2006). Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review.
Journal of Research in Special Educational Needs.
6(3). p116-124

Odom, L. S., Vitztum, J., Wolery, R., Liber, J., Sandall, S. (March 2004). Preschool inclusion in the United States: A Review or research from an ecological systems perspective.
Journal of Research in Special Educational Needs.
4(1). p17-19

(2008).
Education and Inclusion in the United States: A brief overview.
U.S. Department of Education, Office of Special Education and Rehabilitative Services

(Sep 2014) Special Educational Needs in England: January 2014.
Department for Education
Why is this relevant?
Full transcript