The Inclusion For Special Education Needs Students Education Essay

The comprehension For Special direction Needs Students Education EssayIntroductionThis essay is divided in to trine primary(prenominal) plowsh atomic number 18s the first of exclusively depart discusses the cellular inclusion body for especial(a) cultivation take learners and specified on inclusion for disciples with ASD and discuss the role of comprehensive policies in train day, discipline managers and faculty in generating a collateral exist for ill school tikes the second part discusses aroundwhat of the barriers to reading that students with autism force fork out including their fleshly constipations, language growing and some of early(a) emblems they might assume much(prenominal) as obsession with procedure. The third part flesh outs how these barriers might be surmount and confines much then ane solution much(prenominal)(prenominal) as educate for skills and stance for t distributivelyers and students.Making the school experience a autocratic virtuoso for distributively(prenominal)(prenominal) students with schooling difficulties and practic totallyy for students with ASDInclusion is the right for all students unheeding of their background or harm and to be given an equal fortune with non-disabled hoi polloi in the society inclusion is a process of date general and special tuition reform initiative and strategies to achieve in order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community, that views renewing as the and that achieve a high quality education for individually student by assuring meaningful effective principle, and necessary complement for from each one student (Ceri,1997, p.53) .Including students with learning difficulties requires escorting them with the services they study to enable them to be taked successfully in school. The take foring efforts accommodated forming inclusive policy in schools to give the right for each individual to be complicated and have equal opportunities (Armstrong, Armstrong, Barton, 2000) trained instructors in overlaying with student with learning difficulties pickings into consideration the individuals ask and try to incur them (Lewis, Norwich 2005) having an surplus support team in place with an adequate supportive framework, including incessant special education opinions in order to assess the progress of the student and to adjust, as necessary, their educational call for and the redundant support they receive. Managers in schools unravel a signifi backsidet role as well in fool the school more incontrovertible experience for pupils with learning difficulties (Homas, Walker, Webb, 1998). In a line with that, each school should include advance policy for involving p atomic number 18nts in the learning process for their children as this a crucial factor to determine successful inclusion and then successful le aning to the students (Hornby, 1995Ceri, 1997).Policy and course of instructionRegarding to the school policy, the aim of inclusive policy is to pr regulart the marginalization for people who experience unfavourable circumstances in life (Vitello, Mithaug, 1998, p24). The role of inclusive policy in school is to offer educational opportunities to each individual, taking into consideration all their variant take and regardless of their dis competency, culture or race. . Educations system should be formed on the basis of disturbing each individual require as some students argon vary in their pauperizations. A school policy should take into consideration how to address the need for the entire student in the frameroom such(prenominal) as able and talented students or student with learning difficulties such as children with ASD and utilise inclusive curriculum to meet such these students need.In terms of inclusive curriculum the national curriculum council (1990) defined three main roles for develop inclusive curriculum setting worthy learning challenges. This means that the get a lineer should facilitate an experience of success by providing students fitting learning for their abilities, not harder and not easier Responding to pupils diversity learning needs instructor have to discover their students need and try to meet all of them Overcoming potential barriers to learning and assessment for individuals and groups for pupils some individuals have a special requirement for learning and assessment and if such requirements have not been addressed then students whitethorn kick the bucket in their learning which could create barriers to learning for them. Therefore, teachers have to meet all these requirements and assess the students progression in the learning process. (National curriculum council, 1990, p.18).The role of school managersTo implement inclusion in schools, schools have to consider inclusion as one of the main name and address that s chool have to achieve, with the importance of principals jumper chair the school toward inclusive setting. The school managers have a huge account competency to en convinced(predicate) inclusion practice in school. They have to make sure that the inclusion procedures ar followed in schools and all the inclusive policies atomic number 18 employ in the classroom. They have to assess whether their module needs for any pass on homework in order to create a verifying learning experience for student with learning difficulties (Eaney, 2006). In line with that, managers have to support the intercourse amongst the stockholders inside the school such as amidst special education coordinator and the subject teacher as it is key gene in successful inclusion, as one student stated It is the teachers that are rubbish they know closely their subject but they know null slightly us with Aspergers syndrome (Umphrey, Lewis, 2008, p.135) this expression from a student in mainstream sch ool who felt that teacher does not understand him. In this case the teachers neglect of experience and learning whitethorn ca drop the problem. However, this would not put the responsibility away from the teacher but it shows the importance of the communication between the rung in the school for break-dance ground for students with learning difficulties ((Eaney, 2006 Umphrey, et al., 2008).(Kugelmass, Ainscow, 2005) argued, fountain promontory teachers and some opposite school managers as attractionship are expected to make commitments to all their students, Educating ein truth child is not just about SATs or GCSEs or all of that standards written agenda that the government is so obsessed with, its about turning them out as human beings and exploitation of the skills to enable them to go on learning through their lives and what it is to be a member of the community and so on and so on. (Umphrey,et al., 2008, p.134) for example. A school leader make this commitment. As s uch, this view for school mangers reflects a positive post toward inclusion and it is encouraging for school staff to meet their students needs which would lead to here they dainty me just like all the former(a) pupils, but also forget the backup that I need to (Thomas, Vaughan, 2004, p.180). A student with learning difficulties in mainstream school made this statement, as it is the main aim for inclusion to give the all the students equal opportunities for learning. As such, school managers are fundamental in determining the success of any mainstreaming school experience for a student with learning difficulties.On the other hand, the opposite is true, If a school manager, or headland teacher shows any sign of a detrimental attitude towards special needs students, this will reflect this negative attitude in the inclusion for student with learning difficulties in school, I think one of the major difficulties is that the senior management team dont satisfyingly understand about these childrens needs(Umphrey, et al., 2008, p134). This statement was taken from special education coordinator in mainstream school when the head teacher has a negative attitude toward inclusion, indeed in such condition this whitethorn lead to exclusion and not inclusion (Umphrey, et al., 2008). C erstrning the head teacher negative attitude toward inclusion and special for children with ASD, Praisner (2003) illustrates that such negative attitudes for school leadership could lead him to fail to provide a suitable educational programme and fail to provide the students with the additional services they might need such as, support staff. As consequences a negative learning experience for children with learning difficulties might develop.The role of teachersIn line with head teacher attitude toward children with learning difficulties, Campbell (2006) argued that, attitude of teachers toward children with learning difficulties is an important in creating a positive learning experien ce in the school for them. This is for some(prenominal) reasons such as the influence that teachers have over the students attitude and their pedantic attainment. Indeed, Teachers hold a huge responsibility in making inclusion a successful experience for children with learning difficulties. (Riseser, 2004) summaries teachers responsibilities as followed teacher have to plan their lessons in a advance in order to assure a satisfactory improvement for each child in the class room making the atmosphere of the classroom challenging, encouraging and enjoyable for all the students seeking each student needs and adapting a suitable teaching methods for individuals providing easy access to the learning resources and encouraging the student to engage in school activities unitedly monitoring students progressions.In summary, including an inclusive policy in school is signifi idlerfult in making school a positive learning experience for pupils with learning difficulties. Thomas, Loxley (2 007) claim that it is important to reform educational policy to ensure it dictates that all members of society should be treated in the same modality and offered the same opportunities in life and this policy should be applied in schools as a part of the society. However I firmly moot developing and maintaining an inclusive policy in schools is a crucial for the inclusion process but that would be conditional upon the practician attitude toward students with learning difficulties in the school such as and the tip of pedagogy they have had to mounding with these students. They whitethorn accept students with learning difficulties in the school physically but do not fully include them Some teachers ignore kids with learning disabilities altogether even though they are in the lessons they are stood separately(Umphrey, et al., 2008, p.134) this statement was taken from learning support tending in mainstream school. Therefore the responsibility falls on the managers, teachers and all the stockholders in the school in their attitude and training to meet all students needs and to make their inclusion a successful learning experience for them.Inclusion for students with ASDInclusion for students with ASD is not diametrical from inclusion for students with learning difficulties, which was discussed in the old part. However, taking into consideration their specific characteristics is important in making schools a positive learning experience for them. ASD is a lifelong developmental handicap that affects the way in which a person communicates and related to people more or less them (Wall, 2010.p.7). The term autism derived form Greek word autos which means self and it was first identified by Kanner in 1943 and then by Hans Asperger in 1944 spell they were studying children behaviours (Worth, Rynolds, 2008) and both of these researchers believed that children are born with it. The cause for this disorders is wildly believe to have a biological basis, stock -still the research in this domain is still ongoing (Sugden, 2010).(Barnard, Prior, Potter, 2000) carried out a study about the vagary of inclusion for autism and they examined this sentiment in wider context, which include the society and arrived to inclusion canful not rely on the affaire, commitment and enthusiasm of one or two individuals (Barnard et al, 2000, p.12). They emphasised the essential role for e real individual who tortuous with the child to support the inclusion process. However, that does not mean involving some of the individuals and not all of them would result failing in including for students with ASD. Sugden (2010) stated that involving and training each individual in the school or in the society in which the child is involved in some manner, in a real situation whitethorn seem hard to achieve.In terms of education for children with ASD, Moore (2007) stated that sick children are academically able to learn. As a consequence, he assumed that sick stude nts should have the ability to bonk in mainstream schools. Furthermore, Jordan (2008) added that education should be a useful therapeutic approach for children with ASD, however that would depend on many factors such as, training teacher to teach student with ASD which could make mainstream schools positive learning experiences for children with ASD using Information and communication technologies (ICT) in teaching pupils with ASD, which could help students with ASD to learn for students with severe autism, providing them with specialist support whitethorn be useful, but that should not segregate them a suitable curriculum and teaching methods for students with ASD.However, Jordan (2008) claimed that, teaching autistic students is not an easy line of work for the teacher, as it is, learning for them in our school system is hard and that would be for some of the difficulties they have which will be illustrated in the next part of the assignment such as, difficulties in communicatio n with other people (Umphrey, et al., 2008) the mouthful for morsel (Moore, 2007), predictability and low sensory stimulation pickred learning modal value which is sometimes challenging for teachers to teach these students some skills (Jordan, 2005). The next paragraphs will illustrate these symptoms in details.Barriers to inclusion for students with ASDASD is a lifelong developmental disability as it was illustrated in the definition in the previous part and it is characterised by impairments in social interaction, social imagination and social communication, with these impairments occurring to opposite pointednesss in different individuals, leading Wing and Gould (1979) to the establishment of term autistic spectrum disorder to mention a wide range of abilities and disabilities caused by deficiencies in these areas (Umphrey, et al., 2008 dear Schools Guide, 2010).ASD influences individuals in many ways, such as their language development, their ability to interact with othe r people and the ways in which they deal with routines. They may experience impairment in their language, and it is likely that children with ASD may have delays when they start to speak compared to typically developed children. Even in the usage of language, once their language is developed, it may be not as typically developed child in term of vocabulary they use and in the way they speak (Worth, et al., 2008 Good Schools Guide, 2010).Children with Autism have a problem in developing social relationships, as they can fail to understand the social interaction. Moreover, It is difficult for autistic children to use or even understand, what do social cues are such as non-verbal signals or eye contact mean. This may cause the children with ASD to misunderstand the others and may react improperly to them. Furthermore, children with autism have a famine in empathy, which is the ability to understand peoples feeling and understand their problem (Moore, 2007 Baron, Cohen, 2008 Umphrey, e t al , 2008 Good Schools Guide, 2010)In regarding to the lack of communication skills in children with ASD which could affect their interaction with the people just about them, Batten (2005) stated that the inequalities in social interaction and communication between children with ASD and their peers can lead to frustration, bullying and low self-esteem (Batten, 2005, p.93). Since, their lack of understanding of normal forms of communication, such as verbal, non-verbal and cues, it is necessary to communicate with these children in very literal ways in order to avoid any misinterpretation to them, which may cause confusion for them and then might lead to anguish or frustration. As consequences for this frustration or anxiety, students with ASD may demonstrate different types of behaviours than other children exhibit such as self-injurious behaviours or repetitive drift behaviours, which may affect their interaction with the others and then their inclusion in the school (Batten, 2005).In addition, children with ASD are bound by routines and sameness, such as their need for routine in their all(prenominal)day lifes activities, such as in contend or in educational time. They do not like the routine to be absent from their activities as they resist any change even to their physical environment such as, in bedroom or classroom and if that happens for any reasons, this may cause for them frustration and distress. ill children have imagination impairment and they may engage in doing the same activities such as caprioleing in the same game, repetitively, without showing any lack of interest (Moore, 2007 Baron, et al, 2008 Umphrey, et al, 2008). These kind of characteristics for children with Autism which may lead them to prefer some particular subjects in schools such as since and mathematics for the natural of this subject. Since they have some rules need be followed, at the same time this may lead them to disfavour some interpretive subjects such as history (Good Schools Guide, 2010).All of these symptoms for autistic children verify that they may experience difficulties in learning in the school, beside the fact that some Autistic children also have concurrent attention deficit disorders and/or other conditions, such as epilepsy or dyspraxia, which means that they are seemd with significant barriers to their learning (Reid, 2005). However, a huge improvement can be made with autistic children and this improvement can be made through educating them and providing them the suitable learning environment which will require removing the barriers they may face in their learning, which may contribute to their development (Sugden , 2010).On the other hand, students with ASD have strengths and not only weakness. In terms of education some individuals with Aspergers syndrome show a unique performance in particular subjects such as Mathematics or Computer since, and not only in education but also in working life, some companies prefer employees with Aspegers syndrome for their stickiness with routines and obeying the rules. Therefore, educators have to take that into consideration and try to support their talents (Sugden , 2010). The next variance will look at the ways in which a child living with ASD can be helped to overcome the barriers that they might face in schools.Overcoming the barriers to learning faced by students with ASDThere are multiple issues relating to include children with autism in school, In the top of what have been mentioned about their characteristics, teachers understanding of the disability and their capability to work with children with ASD has a significant impact on including children with ASD (Batten,2005 Reid,2005). An autistic child goes to the front of the dinner queue. A teacher standing nearby tells him not to barge in. The pupil bring to passs anxious but does not move. The teacher insists that the pupil must not jump the queue. The pupil becomes more and more agitated and hits the teac her (Batten, 2005, p.94), This student was excluded from the school for his behaviour, whereas, this kind of behaviour would be as a result for the students inability to manage and understand this kind of social situation. To avoid exclusion for children with ASD from schools, Schools managers and staff may have to suit themselves and their students by sufficient knowledge to deal with this kind of situation in a suitable way. That may happen by training the staff skills and attitude to understand the ASD and how to deal with children with autism in any situation and training the student in how to behave in the classroom and in a social situation (Batten, 2005 Reid, 2005). This could promote their learning and overcome the barriers they may face in mainstream schools.Teachers attitude and trainingInclusion for student with ASD requires teachers with an inclusive attitude because they play an important role in including children with learning difficulties such as ASD (Ried, 2007). S ome school administrators and teachers are in disagreement with the idea of including pupils with ASD as they claim that, the characteristics that children with ASD demonstrate such as, their inappropriate behaviours would not make their mainstreaming a positive learning experience for them (Connor, 2000, 2006). However, Waddington and Reed, (2005) argue that, it is the teachers negative attitude quite an than the students capability to study in mainstream school or the school ability to include them. 2006).It is, therefore, essential that teachers have a positive attitude toward children with ASD. As Cook (2001) argues, however, this can be influenced by different aspects, such as the marrow of experience that teachers have in dealing with autistic students, the direct of training the teachers have received, the preparation that teachers do in order to meet their autistic students needs in the class room and also the hard knocks with which the autistic child presents themselves . Teachers attitudes to students with ASD is, thus, made up of a variety of different factors, each of which determines how, overall, the teacher deals with the presence of a student with ASD in their classroom. train teachers is an essential factor for including children with autism, as many teachers are not alive(predicate) about the spectrum and dont have the ability to deal with children in the spectrum. Indeed, children with autism are varied in their needs (Sugden, 2010), it is, thus, important that teachers are trained to meet all the needs for students with ASD, and in the skills that they may need to deal with these special needs, in order that they can offer a good teaching to these students.In regard to teachers training, Reid (2005) stated that one(a) of the key aspects to ensuring that inclusion is effective in terms of practice is to ensure the tasks that are set for students and the objectives that have to be met actually match the students needs and, importantly, that students have the means to achieve these needs and outcomes (Reid, 2005.P107). Indeed, teachers would be required to have certain skills in order to deal with children with ASD as they have to identify the individuals needs in order to meet them and then, making schools a positive leaning experience for pupils with ASD as they have different needs then the other students do. (Lewis, et al., 2005) put forward three forms of educational needs, the first one is prevalent needs, which are the needs that are shared by all the students second one, specific needs, which means the needs for groups of students have the same characteristics third one, unique needs, which are the needs for each individual and not similar to any other one. As the idea of individual needs or what is so called distinct needs smudge in terms of mainstream educational provision for students with ASD is gathering support (Hmphrey, et al , 2008, p.133).Considering the teachers skills, Marks, Shaw-Hegwer, Schr ader, Longaker, Peters, Powers, Levine, (2003) argued that the use of beginning management strategies in the classroom can make it as a positive learning environment for student with ASD and assisting the teacher to increase the opportunity for learning and reduce the students challenging behaviours. Indeed, by addressing the problems that retain students with ASD from learning in the classroom such as their challenging behaviour, their chance of leaning in the classroom would increase. As Market et al. (2003) argued, most of autistic students would be able to understand the content of the lessons when their problem are accommodated.In addition, students with ASD can be easily become overwhelmed by the large amount of knowledge and reading they may receive in the classroom and they may not be able to complete the most important information during the lesson in the classroom. Therefore, it is fundamental that teachers have to stress and repeat the important part of the lesson fo r them (Marks et al., 2003). There are many methods teachers could use to overcome this problem for these students, for example, teachers may use electronic equipment such as a recording mechanism and videotaping, as it enables the students to access the information as many times as they want. Moreover, teachers may use visual aids such as art or mind maps, to help the student visualise the information of the lesson, which can lead to better understanding for the students (Marks et al., 2003).Providing ASD students with some electronic equipment or other methods for learning such as visual aids can be very useful for students living with ASD and may help them to perform better in the classroom (Marks et al., 2003). However, teachers should ensure not to place a very high expectation on Autistic students, because if they could not meet these expectation, this may lead them to anxiety and frustration, which could lead them to demonstrate some impropriate reaction such as, self- inju ry behaviours or anxiety as a student with ASD once said when he faced anxiety in mainstream school Im dysphoric every second, every second Ive got tears in my eyes (Humphrey, 2008, p.43).One of the major issues that autistic students may face is becoming familiar with the routine of the lesson as students with ASD require always a specific stricter to their activities, which requires that all information is presented in a controlled manner (Marks et al., 2003). Reducing ambiguity is the key broker to mange any negative behaviour that might arise as a consequence of the ASD and so lesson planning in a detailed manner can allow the symptoms of the ASD to be controlled, as students know what will be coming in the lesson and what is expected of them (Marks et al., 2003).Training for students with ASDIn addition, training students with autism to cope in school is an important for them to experience a positive inclusion in mainstream school setting. This may happen by priming Autistic students to what they could expect in their school time and providing them a timetable of what they should expect every day, every week and every term, which is a good technique of providing these students with tooth root management. Preparing students with ASD to military capability themselves and assimilate the required information before the beginning of the lesson may allow them to be symptom-free, as this preparation would give them time to recognise and understand what is required from them to do, which may enable them to come to the class, and their school experience, relatively anxiety-free (Marks et al., 2003). Indeed, preparing students with ASD in this way could be important and fruitful in managing their symptom and as consequences that may contribute to a positive learning experience for student with ASD.Moreover, as it has been discussed that, individuals with ASD have a social impairment, which can become main barriers for their inclusion in school. As they find so cial cues are not understandable for them such as body language. Myles and Simpson (2001) called these cues a unknown curriculum. Students have to be trained to understand these social cues and how to understand and respond to any social interaction. (Humphrey, 2008) illustrated one popular method to help autistic students to cope in social situations, which is social stories. The social skills simply describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format (Humphrey, 2008, p.44) and the goal for these stories is to enhance children (change to childrens) understanding to social cues and interaction as it equips the children by some skills, which they can use them in interaction with other people (Humphrey, 2008).The role of school managersFurthermore, school managers have a crucial role to play in including children with autism as it was discussed earlier in this assignment. (Beaney, 200 6) classified the school leaders responsibility and put them into four groups. The first one would be the leader positive attitude and their commitment toward inclusion, which can influence the staff and other students as well communication, empower the school staff and give them the trustfulness to deal with students with ASD is an important factor in making the school a good learning experience for them, as some school leaders state that Give confidence teachers flourish when they know they are doing well. (Beaney, 2006, p.20) climb which is the responsibility for school leaders to be in the front position in implementing inclusion and not only just to supervise it development implementing inclusion in school and providing children with ASD the service they need is really important, however, developing these services, when it is required, as some of the students may develop their symptoms and then developing the degree of training that the teacher has in order to cope with main streaming autistic students successfully (Beaney, 2006). In terms of development, school managers should support continuously training courses for their staff, a week every year for example, to ensure a positive attitude for teachers toward children with ASD and to develop their basic skills in dealing with students with ASD, and support any special courses for particular teachers, special education teachers for example, in the schools which enable the teachers to be passing skilled in dealing with autistic students and keep the other staff always up to date with latest information about this spectrum and how to deal with it (Sugden, 2010).All-in-all Cutler (2000) discuss, in order to make the inclusion for autistic children a positive learning experience, a wide range of criteria need to be followed by the school, including a positive commitment made by the managers and the staff to include autistic children in regular classes an awareness of the managers and staff about the need for the autistic students, ongoing, training for the staff to deal with these needs and continuous training for the student to enable them to overcome their barriers to learning (Humphrey, 2008) making links with the family and additional support staff as to the objectives and need of the student (Connor, 1996) as a parent for autistic child state Its good for parents and practitioners to come together and to hear each others views and frustrations. (Beaney, 2006, p.37). When theses conditions are achieved then inclusion for student with ASD is more likely to happen.InclusionFirstly this essay discusses how the school experience can be made a positive one for students with ASD, including a discourse of the role of inclusive policies in school, school managers and staff in generating this positive experience and It was shown the important of them in making school a positive learning experience for student with learning difficulties such as those with ASD. thusly the barriers to le arning for autistic students as a result of their condition were discussed, such as difficulties in social interactions, with communication and problems with frustration and anxiety, which may lead the child to demonstrate some extreme behaviours such as self-injury which would be disruptive to their learning in the school. For these barriers some solutions were put forward such as training attitude and skills for teacher and students, accommodating the needs of students with ASD via antecedent management and training the student how to overcome some of the barriers they may face.