The Implementation of Comprehensive Integration in Special Education – Research Proposal Example

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The paper “ The Implementation of Comprehensive Integration in Special Education” is a   great example of a research proposal on education. Policies that govern the provision of special education and defining guidelines, goals, standards and priorities of children with special needs are in most cases entrusted under the responsibilities of the ministry of education and also the department of Student Service. In the United Kingdom, for instance, the Government entrusts the responsibility for meeting both educational, health, and social needs for all children including those that have special needs to the Department of Education (DE) and Department of Health Social Services and Public Safety (DHSSPS).

Children with special needs have exclusive rights to receive inclusive and holistic education in regular environments that provide support to their diverse special needs. This should be granted irrespective of the degree of the disability. The implicit idea of the philosophy lies within the scope of fostering equality, participation, sharing as well as dignity and worth of every individual. Additionally, the philosophy stems fro all children irrespective of their conditions have the ability to learn and attain their full potentials if all are given the opportunity, subjected to quality and effective teaching, and have access to resources.

This research proposes the best learning environment for students with special needs. Background Information and RationaleOver the years, the patterns of education of children with developmental disorders have evolved from exclusion, where such children were educated in isolation, to segregation than to integration and inclusion. All the efforts have bee directed towards providing children with a good foundation in life. This implies that all children should be provided with the best opportunities to succeed right from the early stages of life.

It is attestable that lack of appropriate support both at school and other social setups can be a disappointment to disabled children as well as those who have special educational needs (SEN). The quality of lives of children with severe disabilities can significantly be affected by such occurrences. The literature review presents substantial-good practice guidance for inclusive education. It also provides quality standards as well as factors that affect the quality of education for any disabled learner in regular learning environments.

Basically, the effects of the attitude of the educators and the nondisabled students towards the students with special needs have been pointed out as one of the key factors that affect the efforts of integrating disabled children in regular schools. The provision of fundamental resources, well trained and qualified teachers, and good management practice are also some of the factors that generate the quality of education and ensures effective integration of SEN students in regular schools. Achieving a successful inclusive program is often faced by problems and innate challenges.

Without a collaborative commitment from professionals accompanied by careful planning, every effort of effective integrative education bound to fail. However, if all the initiatives are properly orchestrated, they generate impressive results. In such cases, students with intellectual and other multiple disabilities will extensively benefit specifically with regard to moral and social judgment, language and communication as well as functional academics. Similarly, it is attestable that achieving the desired outcome of integrative education enables children with disabilities and intellectual challenges to become functioning and active members of their societies.      

Works Cited

Ainscow, Mel, and Haile-Giorgis, M. “The Education of Children with Special Needs: Barriers and Opportunities in Central and Eastern Europe.” September 1998. Web. 29 December 2014. http://www.education-inclusive.com/wp-content/docs/2013/02/eps67.pdf

Avramidis, Elias, Bayliss, Phil Burden, Robert. “Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school” Teaching and Teacher Education 16 (2000) 277-293

Calderbank, Daniel “Towards Inclusive Education for Children with Disabilities: A Guideline” 2009. Web. 29 December 2014. http://www.uis.unesco.org/Library/Documents/disabchild09-en.pdf

Errol Dupoux, Helen Hammond, Lawrence Ingalls, and Clara Wolman Teachers Attitudes Towards Children with Special Needs in Haiti. International Journal of Special Education 21.3 (2006) pp1-14

Gove Michael and Teather, Sarah. “Support and aspiration: A new approach to special educational needs and disability” 2011. Web. 29 December 2014. http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.u k/publications/eorderingdownload/green-paper-sen.pdf

Griffin T. “NCSE Policy Advice Paper: Supporting Students with Special Educational Needs in Schools” 2013. Web. 29 December 2014. http://ncse.ie/wp- content/uploads/2014/09/Supporting_14_05_13_web.pdf

Hocutt, Anne. “Effectiveness of Special Education: Is Placement the Critical Factor?” The Future of Children 6.1 (1996) pp 77-102. Print.

Konza, Delsea. “Inclusion of students with disabilities in new times: responding to the challenge” 2008. Web. 29 December 2014. http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1036&context=edupapers.

Lewis, Jane, Ann Mooney, Louca-Mai Brady, Chloe Gill, Amanda Henshall, Natasha Willmott, Charlie Owen, Kate Evans, and June Statham. “Special Educational Needs and Disability: Understanding Local Variation in Prevalence, Service Provision and Support” February 2010. Web. 29 December 2014. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/221968/D CSF-RR211.pdf

Phiri, Partson. “An Investigation into the Attitudes of Headteachers and Teachers towards the Inclusion of Children with Special Educational Needs in the Regular School in Four Education Regions of Zimbabwe”. 2004. Web. 29 December 2014. http://www.academia.edu/768745/An_Investigation_into_the_Attitudes_of_Headteachers _and_Teachers_towards_the_Inclusion_of_Children_with_Special_Educational_Needs_i n_the_Regular_School_in_Four_Education_Regions_of_Zimbabwe

Wang, Huei. “Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis”, International Education Studies 2.4 (2009) pp 154-169. Print.

Yuen, Mantak & Westwood, Peter. “Integrating Students With Special Needs in Hong Kong Secondary Schools: Teachers’ Attitudes And their Possible Relationship to Guidance Training”. International Journal of Special Education, 16.2 (2001) pp 68-84. Print.

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