Integrating Students with Special Needs in Regular Schools - Literature review Example

INTEGRATING STUDENTS WITH SPECIAL NEEDS IN REGULAR SCHOOLS Introduction Students with special needs are students with physical problems like visual, hearing impairments, inability to walk and talk, mental retardation, emotional difficulties and students whose behavioral mechanism cannot be contained if they attend regular schools (Ysseldyke, et al., 2006). This because they need special requirements and attention educationally, socially and emotionally than would normally is provided for by regular educational systems (Cooper, 2002). Most special need students have learning disabilities (N.R.C., 1982). This indicates that their mental processes of writing, listening, spelling, thinking, speaking, language, and doing mathematics are impaired (Reynolds & Janzen, 2007). There has been intense debate on whether to take students with special needs to special schools or to take them to regular schools (Mitchell, 2005). This report shall critically analyze the issue of integrating students with special needs in regular schools. Integration means provision of learning and learning materials in regular schools to ease the learning process for students with special needs. Moreover, the report will analyze the benefits of integrating special need students into regular classes, the limitations of integrating special need students in regular classes, how the integration process can be carried out and how the educational set up which includes teachers, curriculum setters and students, and the society can help ease the integration process. A professional Journal When conducting this report, there are certain objectives that it seeks to achieve. These objectives include finding out what are the benefits of integration over exclusion methods of learning for students with special needs, the attitudes of the government, the teachers and the school towards integrating students with special needs in regular skills and what can be done to allow success and effectiveness of the integration process (Yuen & Westwood, 2001). That is why, I have chosen to write my report using materials and perspectives of the international journal on special education ‘integrating students with special needs in Hong Kong Secondary Schools: Teacher’s attitudes and their possible relationships to guidance training.’ The Journal is written by Mantak Yuen and Peter Westwood. I have chosen the journal because it not only highlight the plight of students with special needs, but address issues of attitude change by stakeholders. It also suggests what teachers can do to facilitate effective learning once integration is undertaken, policy and practice modification that can necessitate inclusive learning for students with special needs and to analyze the feasibility of the integration process (Yuen & Westwood, 2001). The journal based in research done in Hong Kong, represent what majority of the nations are going through when dealing with special children and how they are empowering them with integration education. The journal addresses the basic principles of integration of students with special needs in regular schools and highlights various special needs that are common and prevalent in students (Yuen & Westwood, 2001). According to the journal the rationale for inclusion and integration is “If integration and inclusion are to be successful, one clear condition is that teaching methods and curricula will need to change in order to accommodate the diversity of students to be included in the average classroom.” Moreover, “The reforms proposed by the Education Commission certainly suggest that all students would benefit from a move toward more student-centered approaches in teaching and much greater flexibility in curriculum planning. Such a change, if it occurs, will certainly make it more feasible for students with special needs to receive an education geared to their abilities. A prerequisite for any such change will be a willingness on the part of teachers to expend the necessary changes and modifications” (Yuen & Westwood, 2001).   Advantages of integration process Most of special need students have been segregated and excluded from regular activities, roles and learning because of their inability to cohesively communicate what they need and want lack of ambulation skills, lack of self care abilities like the ability to toilet, dress and eat on their own (Ysseldyke, et al., 2006). Additionally, there extra need for medical attention and the society’s perception that children with special needs are best served in seclusion and in special institutions (Hegarty & Alur, 2002). This seclusion causes loneliness, social sidelining and social stigma, thus the need for integration (N.R.C., 1982). Integration of special need students into regular classes is important because special needs students are able to access general curriculum available for students without special needs (Mitchell, 2005). According to studies done, students with special needs integrated in regular classrooms have high performance rates and improvement of their behavior compared to their counter parts excluded in special institutions (Meijer & Hegarty, 1996). Students with special needs integrated in regular classes are more likely to register more self confidence, self independence, self esteem and self efficacy since they feel they are no different to other children, because they have equal opportunities, challenges, treatment and they are not excluded or isolated (Reynolds & Janzen, 2007). Moreover, students with special needs integrated in regular educational context are able to develop their social and emotional skills since they are able to interact with others who do not have special needs (Mitchell, 2005). They learn how to communicate and relate with others by observing what goes around them thus empowering them with the knowledge of what the community and the world is al about. Students without special need benefit with the integration process because they are able to learn early in life how to deal with people different from them and how to interact and live with them (Ysseldyke, et al., 2006). This influences their understanding, behavior and attitude when handling disabled individuals thus minimizing issues of discrimination, social stigma and alienation (Meijer & Hegarty, 1996). Disadvantages of Integration process Integration of students with special needs into regular schools although has its own benefits, it has disadvantages (Cooper, 2002). This include increased costs of educating a special need student owing to the special educational requirements they may need like special tutors, and special learning materials for different students with different special needs (Mitchell, 2005). Additionally, students who are non-disabled may lack educationally (Hegarty & Alur, 2002). This is because, special need students need a lot of attention and time thus making the teacher concentrates with one student in expense of many. Social issues like social stigma is more so in integrated educational set up. Students with special needs may feel embarrassed and ashamed for the constant help they get in writing, spelling among others which are not so necessary for non-disabled students (N.R.C., 1982). More often than not, non disabled students have minimal understanding of the special need students thus bullying, mistreating and alienating them (Meijer & Hegarty, 1996). They would be more comfortable and at ease in classes where all students are on the same levels and require similar attention from caregivers and tutors. The other disadvantage of integrating students with special needs in regular schools is reduced and minimal educational performance and productivity (Reynolds & Janzen, 2007). This entails students with special needs performing poorly owing to teachers having inadequate knowledge and skills on how to train, interact and communicate with them. Some teachers are oblivious of the challenges facing such children, and others, they do want to intervene but they do not know how (OECD, 2002). For effective integration process to take place, the educational stakeholders need to carefully and comprehensively plan, train teachers on what is required of them for effective learning to happen for students with special needs, encouraging positive interactions between the surrounding communities, the school fraternity with the students with special needs in regular classes (Ysseldyke, et al., 2006). Furthermore, it includes remodeling the school systems to ease difficulties experienced by disabled students, provision of transport facilities and modifying school building usage to allow accessibility (Mitchell, 2005). Success in integration of students with special needs in regular schools can be improved dramatically when the academic fraternity and the state make modifications and amendments of academic policies, learning styles, lesson planning, and curriculum and changing their attitudes towards students and people with special needs (Meijer & Hegarty, 1996). Objectives of integration The main objectives of integration of students with special needs in regular schools are empowering the surrounding community and educational set up with systems and facilities that accommodates learning for special needs students (Mitchell, 2005). This allows the said students to have access, live and grow with their families and friends. Integration is a good way for students with special needs to interact with the outside world, improve their self worth, confidence and esteem (Reynolds & Janzen, 2007). The other objective for the integration process is to make parents with disabled children to avail education for them, which is their right (N.R.C., 1982). This is because, majority of families with children with special needs do not take them to school because a) its too expensive to take them to special school, b) they do not believe their children will learn anything and c) they fear their children will be alienated and they will be safe and prefer to leave them at home (Hegarty & Alur, 2002). Since the objectives of the integration process have been highlighted, it is imperative to understand that there are various types of integration of students with special needs in regular schools. Types and Forms of integration There are various forms and types of integrating a student with special needs into regular schools. This report shall highlight three types of integration namely social integration, partial merger and total integration in the educational systems. Social integration in education for students with special needs entails offering equal opportunities and rights for special children (Mitchell, 2005). This eliminates the vices of social inequalities, social injustices, social alienation and social stigma (Groof & Lauwers, 2003). It proposes that all children should access education and be allowed to interact with individuals of the same ages and levels as they to initiate mental, emotional and social development (Meijer & Hegarty, 1996). Moreover, students with special needs are able to develop their communication and social skills. Partial merger integration entails students with special needs being allowed to attend regular classes with non-disabled students partially (Ysseldyke, et al., 2006). When these students need attention that needs special facilities and equipments, that is the only time they are allowed to attend segregated intensive learning (OECD, 2002). This includes physical therapies, speech therapies, medication, language therapies and community work (Groof & Lauwers, 2003). Total integration means students with special needs attend regular schools full time (N.R.C., 1982). This means that modifications is done on the buildings, school timetables and schedules, educational curriculum, practices and policies to accommodate special needs students (Reynolds & Janzen, 2007). Moreover, the involved stakeholders are trained on the various means of handling different students with different special needs and encouraging positive interactions and attitudes of the surrounding community and students who are not disabled (Mitchell, 2005). What determines a successful and effective integration process? Integration of students with special needs has aroused so much debate with those opposing it citing that special institutions are the best solutions to students with special needs since they can access learning more easily since the institutions are specialized in that (Ysseldyke, et al., 2006). They argue that different special students have different special needs thus the government and the educational fraternity can not be able to shoulder the large costs that come with integration process (Pfeiffer & Reddy, 1999). Additionally, they say that teaching special students with severe disabilities is not practical and only mildly disabled students can be integrated thus violating the fundamental basic rights of severely disabled individuals to access education and associate (Meijer & Hegarty, 1996). However, as discussed above, integration does more good than harm. This therefore calls for all the concerned stakeholders to make decisive plans and take decisive actions to ensure integration of students with special needs in regular schools succeeds accordingly (Reynolds & Janzen, 2007). The pupils who are non-disabled can be prepared on what is expected of them when interacting with students with special needs to avoid instances of bullying, prejudice, discrimination and social alienation (Mitchell, 2005). This can be done by teaching students the value of helping, and interacting with people although they may be different from them physically, behaviorally or in the ability to understand things (Meijer & Hegarty, 1996). The government can ensure ease in the integration process by advocating and implementing changes in educational policies, programs and practice that put the needs of special needs students into considerations (Ysseldyke, et al., 2006). Moreover, they can legislate and make it mandatory that all regular educational settings to accommodate students with special needs (OECD, 2002). The government can empower teachers by training them on the various ways to handle special children (Meijer & Hegarty, 1996). The government can ensure that not only do students with special needs access quality education and are allowed to socialize with peers, but they lead good lives after the school years by offering them equal job opportunities (Rayner, 2007). The teaching faculty can help foster effective integration of students with special needs in regular schools by changing their attitudes about special needs students (Pfeiffer & Reddy, 1999). They can do this by learning what the students need, how their learning can be achieved and improved on, and basing their lesson plans and objectives within the different learning styles for the different special students (Reynolds & Janzen, 2007). The teachers can be trained on how they would know a student who has special needs and what they are supposed to do to make them learn easily and effectively, since most of them (teachers) are ignorant of those students with special needs and those students who generally are slow learners (Ysseldyke, et al., 2006). According to the international journal for special education,’ the feasibility and efficacy of integration and inclusion will be influenced very significantly by teachers’ own beliefs and attitudes.’ The school in its part can encourage students with special needs to participate in extra curricular activities, involve them in student’s councils, groups, and using the school magazine to highlight plight of disabled students and the best way each member of the community can contribute to make the life of such a student comfortable (Mitchell, 2005). However, the school should be careful not to present student with special needs as fragile, and needy, thus, implement strategies that will involve students with special needs not only being offered assistance but offering it to others (Pfeiffer & Reddy, 1999). What would an efficient integrated educational set up be like? A basic efficient and effective integrated educational set up is flexible to accommodate the special needs of the students, and have curriculums, learning styles and teaching styles that will easily be understood by students with special needs and still be appropriate for non-disabled students (Rayner, 2007). Such a set up will be coupled with experienced, trained and skilled teachers who understand the different learning needs for different students in a regular setting (Reynolds & Janzen, 2007). More time, planning, different teaching and learning methods is required to accommodate the different individual special needs for every student disabled and non-disabled alike, by teachers understanding that every individual is worth, able and has their own purpose on earth in regardless of their unique needs (Meijer & Hegarty, 1996). Conclusion Integration of students with special needs in regular schools have aroused a considerable amount of debate with more and more government and educational systems approving it. Students with special needs are students with physical problems like visual, hearing impairments, inability to walk and talk, mental retardation, emotional difficulties and students whose behavioral mechanism cannot be contained if they attend regular schools since they need special requirements and attention educationally, socially and emotionally than would normally be provided for by regular educational systems. Integration of special need students into regular classes is important because special needs students are able to access general curriculum available for students without special needs. According to studies done, students with special needs integrated in regular classrooms have high performance rates and improvement of their behavior compared to their counter parts excluded in special institutions. Students with special needs integrated in regular classes are more likely to register more self confidence, self independence, self esteem and self efficacy since they feel they are no different to other children, because they have equal opportunities, challenges, treatment and they are not excluded or isolated. Moreover, students with special needs integrated in regular educational context are able to develop their social and emotional skills since they are able to interact with others who do not have special needs. However, integration of students with special needs in regular schools has its limitations. This includes increased costs of educating a special need student owing to the special educational requirements they may need like special tutors, and special learning materials for different students with different special needs. Additionally, students who are non-disabled may lack educationally. This is because, special need students need a lot of attention and time thus making the teacher concentrates with one student in expense of many. Social issues like social stigma is more so in integrated educational set up. Students with special needs may feel embarrassed and ashamed for the constant help they get in writing, spelling among others which are not so necessary for non-disabled students. More often than not, non disabled students have minimal understanding of the special need students thus bullying, mistreating and alienating them. They would be more comfortable and at ease in classes where all students are on the same levels and require similar attention from caregivers and tutors. According to the international journal of special education, the feasibility of the integration process is only possible if governments amend educational policies and practice to accommodate such students, teachers change their attitudes and the schools are taught how to interact with them to avoid social stigma and social alienation. References Cooper, P. (2002). Effective Schools for Disaffected Students: Integration and Segregation. Melbourne: Routledge. Groof, J., Lauwers, G. (2003). Special education. Washington: Springer. Hegarty, S., Alur, M. (2002). Education and children with special needs: from segregation to inclusion. Oregon: SAGE. Meijer, C.J.W., Hegarty, S. (1996). New perspectives in special education: a six-country study of integration. London: Routledge. Mitchell, D.R. (2005). Contextualizing inclusive education: evaluating old and new international perspectives. London: Routledge. N.R.C., Heller, K.A., Holtzman, W.H., Messick, S., C.C.D.R.P.P., S.P.S.P.M.R. (1982). Placing children in special education: a strategy for equity. New York: National Academies. OECD. (2002). Special Needs Education: Statistics and Indicators. Paris: OECD Publishing. Pfeiffer, S.I., Reddy, L.A. (1999). Inclusion practices with special needs students: theory, research, and application. Melbourne: Routledge. Rayner, S. (2007). Managing Special and Inclusive Education. Oregon: SAGE. Reynolds, C.R., Janzen, E.F. (2007). Encyclopedia of special education. Sidney: John Wiley and Sons. Ysseldyke, J.E., Algozzine, B., Algozzine, R. (2006).Effective assessment for students with special needs: a practical guide for every teacher. Thousand Oaks: Corwin Press. Yuen, M., Westwood, P. (2001). Integrating students with special needs in Hong Kong Secondary Schools: Teacher’s attitudes and their possible relationships to guidance training. London: International Journals. Read More