Inclusive Education for Students With Disabilities

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Inclusive Education for Students With Disabilities

Table of Contents

Introduction
Benefits
Quality
Sustainability
Conclusion
Reference

Introduction

In the modern world education is one of the basic needs of a child. All children whether mentally or physically challenged have the right to education. The question is whether educational institutions should be all inclusive to accommodate children with or without disabilities or specialised to separate them. If an inclusive education system is chosen then proper evaluation on its benefits, expected quality, sustainability and shortcomings should be done. This paper seeks to establish the issue of inclusive education system by evaluating its impact to students with/without disabilities, the expected quality and the sustainability of such a system.

Benefits

Inclusive education system benefits the students academically and socially. This varies with age for the case of disabled students, with significant result realized at the middle levels. Parents and teachers at the middle school tended to make broad statement about their child /student being happier, more independent, and more motivated to go to schoolparticipate in class (June & Kathryn, 2007,p. 21).

On the other hand what do students without disabilities achieve? Most benefits cited include greater awareness and tolerance of differences, enhanced empathy and compassion for others, learning while helping others, and acquiring special and unique skills (e.g., sign language, use of assistive technology) (June & Kathryn, 2007,p. 22).

Quality

High quality inclusive education is realized when the students interact with their peers. This helps them get role models, social partners and feel motivated. Interaction is done by assigning students activities and tasks with high expectations that they can execute them. Through this their capabilities are easily identified.

A revised curricular to fit all students is essential. Use of pictures with print, simplified content, rephrasing of questions (e.g., yes/no or specific options versus opened ended questions), and a variety of alternative ways to write (e.g., use of number stamps, typing responses on a label marker) (June & Kathryn, 2007,p. 23).Alongside this appropriate equipment to help the disabled face their challeges should be provided. This include support equipment such as special computers, audio devices and special chairs.

A well trained staff with specialized skills to handle the disabled students is critical. They should be able to handle student with disabilities with professionalism to ensure cohesive learning despite their behaviors or incapability.

Finally smooth communication between staff, parents, students and related institutions enhances the quality of the system. All have to be positive about the possibility and success of the system.

Sustainability

Despite the benefits realized from inclusive system of education and measures taken to ensure high quality, its sustainability remains questionable. Concerns raised included (a) fear that fully inclusive options for high school would be limited and (b)uncertainty that some of the students (primarily with more significant academic and behavioral needs)would be able to live independently or acquire meaningful employment) (June & Kathryn, 2007,p. 26).

Conclusion

Inclusive education is faced with the challenge of evaluating what the students know and the standards to grade their success. For severe disabilities more problem arise as to whether the student will leap the benefits after school by gaining employment or leading a normal life. Moreover experimental inclusive education system has been done on limited areas. This means benefits realized, quality achieved and shortcomings realized may be inadequate to make a conclusion that it is better than specialized system. However with positive altitude of all the stakeholders and implementation of the necessary reforms its implementation and success is possible.

Reference

June, E., & Kathryn, D. (2007). Inclusive Education:What Makes It a Good Education for Students With Moderate to Severe Disabilities? Research & Practice for Persons with Severe Disabilities , 32, 16-30.

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