Disability as a Bane on Humanity - Essay Example

A critical analysis of international and national policies introduced to widen participation in education and learning for people with specific disabilities (SEN- Special Education Needs). Table of Content Serial Number and Topic Heading Page Number 1.0 Introduction 02 2.0 Executive Summary 05 3.0 Inclusion 07 3.1 Contentious Issues 08 3.2 Concept of Special Education 11 3.3 Support Group 12 3.4 Teacher’s Prerogative 13 4.0 Findings 14 4.1 European Initiatives 15 5.0 Conclusion 17 6.0 Reference 19 1.0 Introduction Disability is a bane on humanity, even more so if it concerns students. Disability affects these unfortunate children’s normal learning process. Disability has been viewed almost exclusively from medical and psychological perspectives (Barton, 1996)1. The mental agony and other forms of vituperation; often supported by legislation, has come in for severe criticism, and is now being challenged by people with disabilities for their rights (Quinn, 1993)2. Inclusion, as is often referred to as, applies not only to Special Educational Needs (SEN), but covers a wider perspective in medical technology. According to Booth and Ainscow (2000)3 Inclusion has a larger role in education. A few are, as below: Involve the valuation students and staff equally Increase the participation of students; reduce their exclusion from, cultures, curricula and communities Restructure culture, policies and practices in schools to include a diversity of students Remove barriers to learning and provide equal participation for all students View difference between students as resources to support learning Instigate the right of all students to education Improve staff and student facilities at school Emphasis on schools to build community and values Foster relationships between schools and communities (Naldic, 2007). Inclusion can be broadly classified as the initiative to include all children into mainstream education, without any form of disparity or discrimination. The term has generated immense interest due to the broad differences arising among students and schools to those with physical and learning disabilities. SEN, under UK law changed radically since 1981, when, various changes in education were brought about. The UK law states that: A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for them. A child has learning difficulty if he or she: Has a significantly greater difficulty in learning than the majority of children of the same age Has a disability which either prevents or hinders the child from making use of educational facilities provided to them in schools within the area of the local education authority (LEA) Is under five, and falls within the definition of the above two, or requires special educational provision not made for the child. Special educational provision requires: For a child over two, educational provision which is additional to or otherwise different from, the educational provision made generally for children of the child's age in mainstream schools, other than special schools in the area, or for a child under two, educational provision of any kind [Education Act, 1996, Section 312] (Naldic, 2007). Researchers and educators have developed legal, educational, ethical and psychological arguments to support the inclusion of children with disabilities into mainstream schools. However, for the successful integration of these students into the mainstream, there needs to be a total reappraisal of the existing educational system. This would include changes in organisational structures, curriculum and teaching methodology (Meijer, 1994)4. For this system to become a success, it would need the wholehearted support and integration of its teachers (Michael Shevlin, 2000). Disability, difficulty in learning, learning difficulty and special educational needs, are quite different from one another. Special Educational Needs under the Education Act of 1996 states that, ‘a child is in need of special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for that student (Section 312). Learning Difficulty is attributed to students with: Greater difficulty in learning compared to other children of the same age Has a disability which prevents him/her from making use of facilities that is provided to children of their age in school (Section 312 (2)) of the Education Act (Michael Farrell, Ch.1, p.11-12, 2003) For more on the Education Act of 1996, and Part IV, Special (Children) Educational Needs, please refer the following website: Education Act 1996, http://www.opsi.gov.uk/acts/acts1996/96056-ba.htm#312 Disability has a far wider meaning. A child is disabled if he/she is blind, deaf, and dumb or suffers from a mental disorder of some kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed5 (Section 17 (11), Children Act 1989). 2.0 Executive Summary Disabilities among the young remain a curse to society. Disabilities can be physical, mental, or social. The perspectives and social relationships of young children, especially in regard to their gender, racial discrimination and education, and racism and identity must be included in school inclusive policies. These social cancers must be removed from schools to make inclusive education a success. Such discrimination of disabled and under-privileged children can lead to depression and mental disorders at young age. Language also remains a barrier for children to mix and learn with other children. Physically challenged children face the embarrassment of being called ‘different’. The UK government has been contemplating changes to the current system of education by introducing inclusive policies to bring equality and justice to such students. The possible inclusive measures through which injustice and discrimination can be removed are by: Effective Communication and interaction in, speech and language delays, and impairments and disorders Cognitive and learning processes to overcome multiple learning difficulties, and other learning difficulties such as dyslexia and dyspraxia Implementing behavioural, emotional and social developments relating to emotional and behavioural difficulties, and hyperactivity and so on. Using sensory and/or physical instruments to overcome hearing, visual, and physical impairments (Michael Farrell, Ch.1, p.13, 2003). The law on Special Educational Needs in UK is quite different from countries in other parts of the world. The nature of education policy regarding students with special needs in Italy, Ireland, and the United States are quite different from one another. The most significant difference among the three countries is that in the United States and Ireland, enabling and permissive suggestions in policy documents have not been mandated, so schools there are left to determine their own arrangements. The UK perhaps, is the other among the other European countries trying to bring about a change in the inclusive, educational policy of the country. Italy takes the strongest position on inclusion; it mandates that all schools in the country provide for children with disabilities in the regular classroom, while eliminating the deficit model, which is still in operation in Ireland and the United States. It has placed the primary focus on changing the nature of the educational environment to serve all children, even though the trend among the other two countries has also been to try and improve education for all by merging special education needs with regular education (McGrath, Breeda, ERIC, 1999). Communicating with parents is important in developing a child’s ability to learn positively. Parents know their wards better than their teachers, and this has a strong bearing on the child. The disabled students are treated differently by their colleagues and teachers alike, creating a void. Depression sets in, and this leads to behavioural disorders caused by dejection over a long period of time. Teachers can play an active role in tackling such situations wherein depression has affected the normal functions of students. Depression can set in at any time and affect any child. Trained teachers can help identify and console such students (Rice & McLaughlin, 2001). Are there theoretical models of inclusion possible to bring SEN into the mainstream? In hindsight, it may be premature to come to a logical conclusion. However, governments around the world are trying to merge inclusion with mainstream education through legislation. This paper looks at the current UK legislation on inclusion and the implications for practice within early childhood education. There is a strong imbalance in the present system of equal opportunities and children’s rights as well. There needs to be a restructuring of special education. The current trend of blending special schools into general schools and vice-versa needs to be augmented to bring more professionalism. Children with special education needs are said to require flexible teaching arrangements. This has been the main issue of contention by schools imparting regular coaching, with regard to inclusion. Just how can inclusion be analogised with mainstream education? There has been pressure to include SEN in mainstream schools, and efforts from some quarters to dislodge it. The repercussions are severe on children in need of SEN, as they are the ones who ultimately have to fend for themselves in life after school. In this context, it is justified by governments to include SEN for the disabled in mainstream education. 3.0 Inclusion Inclusion is enabling all students to participate fully in the life and work of mainstream life, without disparity. To be effective, the government, the school authorities, and educational departments have to formulate a streamlined curriculum, uniform teaching support, a flexible funding mechanism and environment to include SEN. Inclusion is the right step to ending discrimination, and should be encouraged by all classes of people, regardless of their stature and colour (Rustemier, A Process, 2002). Similarly, all schools and educational authorities should work, considering the broader perspective, to develop cultures, policies and practices to include disabled children in their curriculum, thereby removing barriers to progress and unity. However, the move to incorporate ‘integration’ remains a distant dream. It is not just the students who are apprehensive to such a move, but their parents too. The feeling of being rejected by others and being looked down upon retracts many parents from admitting their children in mainstream education. A majority of parents of children with disability still seek special schools for their ward to fend off discrimination. This phobia must be removed, if inclusion is to succeed. It’s not just children with SEN who need to be educated, but their parents as well. These children are the future of the country, and their upbringing will determine the state of the country’s future. Early detection and cure will enhance equality and justice. With more special schools in operation, more resources will have to be invested. This is something that the government can do without. 3.1 Contentious Issues Despite the government initiative to integrate special education needs in mainstream schools, there remains some contentious issues that prompt contradictions and flay tempers. Some of them are as follows: The continuation of separate special provision for students. This provision is necessary for certain individuals with high end needs, but should be removed for others. The relationship between parental choice and children's rights. This is an issue that remains controversial. Despite government initiative to propagate children’s rights to equality through inclusion, parental choice overrides justice. There is the continued use of the word 'special educational needs' (SEN), which is discriminatory. This term is associated to disability and such usage will only nullify efforts to amalgamate those whom the government and related agencies are trying to bring into the mainstream. The social model of disability and learning difficulty which the government agencies are striving to replace, and the medical model, are negative and outrageous. The view that some students can never be fully included; sadly true, is also a barrier to inclusion. The establishment of professional and trained staff in coaching remains unfulfilled, as the dispute on equitable pay and conditions arise. Qualified personnel are necessary in the development of inclusion (Rustemier, Current Issues, 2002) If some of the above points are an indication of the criticism facing inclusive policies, how can the rights of the disabled by safeguarded? It’s quite understandable that there will be cases where some children may not fit into the scheme of things, and it is also true that by inclusion, many special schools will be forced to close. However, considering the positive reflection of inclusion on children with SEN, such measures are more than useful in building confidence and equality. Children with learning difficulties have low self-esteem as a result of their problems and they shun from the limelight. They require motivation and self-belief. Teachers are the perfect hosts to bring about these changes through proper guidance and supervision. Failure is seldom reversible after the age of 8 or 9 and an early experience of failure on a child, even a minimal failure, can have a catastrophic and negative effect on the child in the latter part of his/her life. Teachers need to take the initiative to teach these children. Teachers must know the importance of making the right approach to help students in SEN. Observation to elicit information on a child’s preference and interest is a prerogative to developing such a child. Some children with learning difficulties need support within their classroom, or coaching from outside, to manage their work with the peer group for most of their time. Some children whose learning difficulties are greater will probably need more personal care and attention to meet some of the demands of the National Curriculum in school. It is possible that some children may, using a programme like Reading Recovery, cope without help. Then there may be others who may continue to have difficulty and need special provision, such as taped versions of reading material, or further personal assistance during their school life. Parents too can be helpful in such situations. In order to understand the depthness of disability in a child suffering from communication problems, we see that most of them: 1. Come from different cultures and regions 2. Have difficulty in articulation. 3. Stammer 4. Have difficulty in constructing sentences. 5. Are unable to speak at all or have very little speech control. Such is the seriousness, that teachers must be trained to meet such contingencies with strong understanding and focus (Joan Dean, Ch.5, p. 73-77, 1996). 3.2 The Concept of Special Education Disability is not a crime. Why should normal people then turn against people with some physical or mental inadequacies and treat them different? After all, aren’t they humans like us? It’s a fact that these under-privileged children and adults are looked down upon by society. A closer introspection can perhaps throw light on this unique behaviour. Mainstream schools have for long been known to cold-shoulder children with some disability. Answers such as, disabled children developing inferiority complex and going into a shell, not able to match the mental and physical level of the other children in class, or will end up being a liability to their class, prop up. Quite true, but then, has anyone evaluated the reason for these predicaments? These points found validity with the schooling system, and in the early 1900s a separate, segregated system of schooling for children with handicap was introduced, and with popularity, expanded till the 80s. It was in 1970 that the last group of disabled children (hitherto considered uneducable), were brought into the mainstream under the Education Act of 1970. This brought about a revolution of a different kind. People began to question the discrimination of the ‘medically unwell’ children and adults. Disability became discriminatory, and turned to a major human rights issue (Rustemier, Background, 2002). The publication of ‘The Inclusion Charter’ in 1989 instigated a national movement that demanded the placement of inclusive education on a human rights platform in the UK. This had an effect on the bureaucracy, which made many advances to enhance inclusive learning in many schools. However, the Government continued to sanction segregated education also. Speculations into this policy revealed that in some cases of serious nature, there was fear of hostility, and deficiency in teaching. Parents were given the right to choose between special schools and general schools (Rustemier, The Inclusion Charter, 2002). 3.3 Support Group The Council for Disabled Children (CDC), published its Policy Statement on Inclusive Education for Children with Disabilities and Special Educational Needs in 1996. It stated that, ‘No child should be denied inclusion in mainstream education and that the provision should offer full range of support and specialist services necessary to all children to fulfill their entitlement to a complete and balanced curriculum (Rustemier, National Action, 2002). A lot of organisations represented by a group of disabled and non-disabled children are now attracting solidarity and support. The Children's Consortium on Education is one of the task forces on Children's Rights Alliance for England (CRAE), which consists of over 170 organisations committed to promoting children's human rights based on full implementation of the 1989 UN Convention on the Rights of the Child in the UK. The movement has special interest in implementing the government move to integrate special schools with general schools, and for phased restructuring of mainstream schools to make them accessible to all, in terms of buildings, facilities and curriculum (.Rustemier, National Action, 2002). Another group called The Disability Awareness in Action (DAA) identifies itself with the ‘Rights Now Campaign’ which calls for comprehensive civil rights legislation, including children’s rights to inclusion. With inclusion gaining prominence with the Government, many universities are imparting special training programmes. They have developed programmes for training in inclusion and special educational needs. Legislation has been formed to bring all students under one umbrella, irrespective of their background. To have more impetus to the on-going programme, the government has encouraged organisations to provide specific training and support for schools and work in educational settings. The Royal National Institute for the Blind (RNIB) runs an Inclusive Education Scheme, working with LEA and schools to support the inclusion of visually impaired children in mainstream schools and colleges. The Royal National Institute for Deaf People (RNID) produces a number of education guidelines to support teachers and parents of deaf children in mainstream schools. These are available in print and on the RNID website. The National Deaf Children's Society (NDCS), with funding from the DfES, runs the Deaf Friendly Schools project, a training scheme to increase the 'Deaf Friendliness' of mainstream schools (Rustemier, Training for Inclusion, 2002). 3.4 Teacher’s Prerogative Teachers obviously have an important role to play in special educational needs. First and foremost, teachers must demonstrate their high expectations from their students, irrespective of their social, cultural, linguistic, religious and ethnic backgrounds. They must know, understand, and impart the values, aims and purposes set out in their National Curriculum Handbook. Teachers must demonstrate that they understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on intricate issues in special education needs. Though the teachers are responsible for helping students overcome their learning disabilities, it is the government that must implement programmes to make this, a success (Michael Farrell, Ch.2, p.24-25, 2003). 4.0 Findings A report by the Audit Commission on special education revealed that it was as inexpensive to educate a child with learning difficulties in a mainstream school with support, as in a special school. The only hitch was that resources (funds and trained staff) were not complementing the growth of mainstream population that included the disabled (Getting in on the Act: Provision for Pupils with Special Educational Needs and Getting the Act Together: A Management Handbook for Schools, both 1992, HMSO, London) (Rustemier, Moving resources, 2002). In 1998, the Labour Government announced increases in resources for inclusion as part of its Action Programme for special educational needs. There are two sources of Government funds for inclusion: 1. Schools Access Initiative, and 2. The special educational needs element of the Standards Fund. £220 million was available through the Schools Access Initiative over the period 2001-4. The Standards Fund funded projects under SENDA (2001) (Legislating for Inclusion), and £91 million for the period 2002-3 compared to £82 million in 2001-2, £55 million in 2000-1, and £35 million in 1999-2000. (CSIE Money for Inclusion) A report in The Schools Access Initiative that was run jointly by the National Union of Teachers (NUT) and Scope for integration of inclusion in mainstream system showed astonishing results. The report evaluation showed that 65% of schools felt that children with special educational needs made rapid academic progress since entering mainstream classes, and 90% reported better attitudes among other children. This is an indicator that despite the notion that children with special needs would be frowned upon, or become liabilities, the inclusion programme is indeed a move in the right direction to child equality, justice, and discrimination (The report, Within Reach 3: An evaluation of the Schools Access Initiative 2001) (Rustemier, Government Funding, 2002). 4.1 European Initiative SEN-IST-NET, a project under IST-FP5, has made major contributions towards integration of all children in Europe under a single window education system. This initiative was brought about with the vision of bringing all Europeans under the scheme of equal opportunities. SEN-IST-NET formed the thematic network on information society technologies for SEN, that targeted, children, the young, and adults. This project brought together Information and Communication Technology (ICT) researchers, practitioners and policy-makers to provide a common platform for discussion and debate. Led by the European Agency for Development in Special Needs Education (EA), an independent, self-governing organisation maintained by the Ministries of Education in 24 European countries and supported by the European institution, the agency worked to bring about two databases, which are available online as part of SEN-IST-NETs web portal. The Resource Guide is in 13 languages on classroom practices to early intervention. Experts of the participating nations also worked to develop a glossary of over 80 SEN-related words and phrases in 14 European languages. A special interest group was set up to discuss and follow up recent EU initiatives relating to special needs education (Europa, 2006). One of the key Agency themes identified as the focus of Europe wide research is an investigation into the use of ICT in the field of special needs education (SNE). The European innovation involves the development of the ‘Teachers on the Net’ by Anne Gilleran. It is an IT enhanced learning service targeting 23 countries from the UK to Israel, excluding Germany. It has 50,000,000 teachers, and 70,000,000 pupils. A virtual School on the net, this programme covers just about every subject taught in schools and colleges. There is a separate section on Special Needs Education schools and Schools with Special Needs Education, where teachers are encouraged to contribute presentations on special schools and classes. It has equal opportunities for students to participate in Eschola, myEurope, Explora, Consumer competition and Young Reporters (Anne Gilleran, 2003). One policy that has taken the nation (UK) by storm is the implementation of ‘benchmarking’ at all levels of the education system. September 1998 saw the implementation of this pilot project, wherein, all schools have been asked to set up and publish annual targets for their student’s performance in National Curriculum assessments and public examinations using benchmark information of results achieved by similar schools (Janice Wearmouth, Ch.4, p.69, 2000). The Green Paper, Excellence for All Children (DfEE, 1997), supports the principle that children with special educational needs should be educated in mainstream schools. It states that, where pupils have SEN, there is a strong educational, social and moral ground for their education in mainstream schools (p. 34). However, the paper does not stress on children with SEN attending special schools should be transferred to ordinary schools. The paper further supports a greater integration of children in ordinary schools, assuming that children with significant disabilities will not affect the education of other children (Elias Avramidis, Phil Bayliss and Robert Burden, p.2, 2000). 5.0 Conclusion We have seen the importance of inclusion of SEN students in mainstream schools. The Government with specific initiatives to include children with learning disabilities into mainstream education has been a mixed bag. Teachers who have been involved in training disabled students find the proposal of the government to include SEN students in the mainstream positive. These teachers should shape the curriculum and assessment according to need and ability. Special provision in the form of Pupil Support Units, special learning zones within schools, trained professional teachers will help inclusion in mainstream schools. Competitive market-driven policies impact most vulnerable children and penalise dedicated of teachers. Most striking is the goodwill of teachers who believe in inclusion and try to make it work but find their effort go unnoticed. This has made policy makers take note, and initiated a thorough review of policy and change. The Government’s existing policies on SEN need to be reviewed to include coherence in thought and action. There is sufficient evidence to demonstrate that the needs, interest and potential of many disabled children with special needs are not being met. Attempts must be made to fit the scheme to the target and demands of the National Curriculum. It is however difficult to see how the government can, with integrity, pursue personalised learning and assessment for learning without addressing the constraints and anomalies which impede effective practice. Unless it enforces laws to include SEN in mainstream schools, the process of integration or inclusion will remain static. The principle of natural proportion requires a more equitable approach to admission and retention of children with special needs can become more feasible with a more intelligent and sensitive approach to the accreditation of children for whom GCSE and other attainment benchmarks are inappropriate and counterproductive (Teachingexpertise, 2006) 6.0 References 1.0 Michael Shevlin, ISEC, Hidden Voices: Young People with Disabilities Speak about their Second Level Schooling, www.isec2000.org.uk/abstracts/papers_s/shevlin_1.htm 2.0 Michael Farrell, Understanding Special Educational Needs: A guide for student teachers, Routledge Falmer, 2003 3.0 Katie Rice & T. F. McLaughlin, Childhood and Adolescent Depression: A Review with Suggestions for Special Educators, Page 85, 2001 4.0 Sharon Rustemier, Inclusion, Centre for Studies on Inclusive Education, http://inclusion.uwe.ac.uk/csie/studnts02.htm 2002. 5.0 Joan Dean, Managing Special Needs in the Primary School, Children with Learning Difficulties, Routledge, 1996 6.0 Janice Wearmouth, Benchmarking, National and local policy constraints, Special Educational Provision, Hodder and Staugton, The Open University, 2000 7.0 Elias Avramidis, Phil Bayliss and Robert Burden, Educational Psychology, A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority, http://www.bath.ac.uk/education/epic/aviramidis.pdf 2000 8.0 Teachingexpertise, Inclusive education: time for a major review of national policy/SEN, www.teachingexpertise.com/articles/sen 9.0 Naldic, ITTSEAL, Inclusion and Special Educational Needs (SEN), http://www.naldic.org.uk/ITTSEAL2/teaching/Inclusion.cfm 10.0 McGrath, Breeda, ERIC, ED436875 - National Policy on Inclusion of Students with Special Educational Needs in Italy, Ireland, and the United States, http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&ERICExtSearch_SearchValue_0=ED436875&ERICExtSearch_SearchType_0=eric_accno&objectId=0900000b800900bc 11.0 europa, European Society: Inclusion, Learning for all, http://ec.europa.eu/information_society/activities/policy_link/documents/factsheets/einc_seniority.pdf 12.0 Anne Gilleran, Teachers on the Net, http://www.european-agency.org/ict_sen_db/powerpt/AnneGilleran.pps#303,1,Slide 1 Read More