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.
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