Evaluate Inclusive Practices for Children with Special Needs

Evaluate comprehensive Practices for Children with particular NeedsAccording to Ainscow et al. (19991) the Green composition Excellence for All Children and the follow-up document Meeting Special educational Needs A Programme of Action place comprehension at the centre of form _or_ form of organisation and practice and politicians now dialecte their commitment to favorable justice and cellular inclusion rather than competition. This new mood has facilitated an increased take aim for mainstream grooms to overwhelm children who would take hold in the past been sent to fussy shallowhouses (Thomas et al. 19981). on that point argon a morsel of strategies that crops and p bents potty adopt to enable both children to be accommodated in an comprehensive setting and get under ones skin tuition a to a greater extent enjoyable experience. comprehensive practices adopted in mainstream settings foc utilise on secondary schools, will be critic anyy evaluated in the followi ng paragraphs victimisation specific teddy studies to inform the analysis. Obstacles which hinder effective practice and constitution will in any case be examined.History of InclusionAccording to baby carriage (20093), during the 1980s and 90s, new exceptional schools were given much investment to assure the needfully of those with learnedness knockouties and physical disabilities. The justification for this approach was that mainstream schools could not groundwork these children with additional choke needed. However, in that respect has been a dismiss shift in thinking since the beginning of the 21st century with many secondary schools pass completion or merging with mainstream schools. Champions of this tuition move over asserted that the sociable chemical element of education is searing to both children and that childrens larn requirements atomic round 18 best met in an comprehensive setting.Consequently, mainstream schools shoot developed a number of st rategies to abet treat with the requirements of children with special educational needs and they get hold of to demonstrate that they ar addressing the educational needs of all their pupils. Additionally, since September 2008, all schools keep up added a Special educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT).Defining Inclusive EducationAccording to Stubbs (19981) inclusive education is a strategy change towards the ultimate goal of promoting an inclusive society, one which enables allto participate in and contri juste to that society. Difference is respected and valued Thus, inclusive education is child-centred, acknowledging that children be item-by-items with different tuition requirements. As well as upward(a) schools, inclusive education increases awargonness of human rights and reduces discrimination.According to the Centre for Studies on Inclusive Education (CSIE, 1996, come upd in Thomas et al. 199815) an inclusive school is communit y establish is not exclusive or rejecting is barrier-free is accessible to all members both educationally in terms of curricular and physically in relative to buildings and promotes collaborationism amongst oppositewise schools and all those involved in the childs welfargon (Thomas et al. 199816).Ainscow (200515) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In opposite words, inclusion is an endless search to find better right smarts of responding to diversity. Here, differences argon viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to computer program for improvements in insurance and practice. Thirdly, inclusion is concerned with the participation, presence and consummation of all scholarly persons. Children must much and punctually attend school, their views must be listened to and acted upon and they must be housed with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically near at risk and a commitment to ensuring their presence, participation and achievement in mainstream schools.However, Ainscow (200514) asserts that there is still murkiness closely what inclusion actually means which is rooted in cardinal government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in close national guidance in connection with the rights of separate children identified as having special educational needs to be better in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, not ing that effective schools are inclusive schools. The minor differences between these ideals, contributes to a need of common understanding amongst stakeholders and leads to consequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 200514).Defining Special Educational NeedsAccording to DirectGov (20101) the term special educational needs refers to children who view as learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (200235) a child has a learning bother if they have a far greater difficulty in learning than most pupils of a similar age and have a harm which hinders them from cosmos able to make use of school facilities of the kind provided to pupils in schools in the local authority bowl.According to Topping and M solidy (20053) the old system of categorisation of children located the trouble within the child, conceiving it is as a shortage in the individual, and applying a medical tool as if learning difficulties were whatsoever kind of disease with labels much(prenominal) as educationally sub ruler being applied. However, from 1980 onwards political mechanical press from disability groups had begun to change societal value and pathological models were replaced by social and educational models of disability, which ac noesisd that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality commandment they receive.However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, manifest reveals that this is not a message that has been delivered effectively to pupils leading to the jaundiced treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 200638) the medical model sees difference in relati on to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 200639) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in enounce to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these unnecessary differences.All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any frantic and behavioural difficulties they are experiencing. This information goes towards the outgrowth of an individual education plan (IEP), which outlines learning targets for module to include in their didactics (Visser, 20008).The biggest increase of special educational needs in mainstream school has been for children prese nting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps be score they are viewed as most apt(predicate) to damage the education of their classmates as well as being most stressful for the teacher. It is similarly evident that or so(prenominal) children who are perceived to have special needs in one schoolroom are not necessarily seen as having special needs in round other. Moreover, teachers tend to perceive learning difficulties more readily in children of entropy Asian origin (Topping and Maloney, 20056).Inclusive Practice in Secondary SchoolsSo far, this paper has outlined the historical development of inclusion and provided a commentary of inclusive practices and special educational needs. The following paragraphs will exposit how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples.According to Ainscow et al. (19992), as a sequ el of half-day conferences with key stakeholders including grows and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development keep strategies processes and structures the management of change external influences and partnerships. There was cosmopolitan support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles capable of being applied to other policy areas clear, despite differences of opinion between stakeholders and supported by central government.Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of backing between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would fac ilitate progress towards inclusive practice and contribute towards more consistent funding strategies (Ainscow et al. 19992).In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to upgrade segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on work with another adult in the classroom (Ainscow et al. 19992).The conference revealed a soused feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requir es nestled scrutiny so that there can be closer transcription between all those involved in the childs welfare (Ainscow et al. 19993).There was right smart focus on the brilliance of partnership workings with particular root to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (200595) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 200595) empowerment model, focuses specifically on promoting parental rig and highlights the need for professionals to tailor their social function in ways that are reactive to the needs of individual parents and families.At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include an opportunity for pupils to participate in the decision-making process a compulsory attitude about the learning abilities of all pupils teacher knowledge about learning difficulties skilful application of specific instructional techniques and parent and teacher support (Tilstone et al. 200322).However, Tilstone et al. (200322) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, heedless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various training methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn.Ainscow (19994) has observed that teachers who appear to be effective do pay worry to real important asp ects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a offspring of the teachers questioning.However, in order for teaching methods to be truly effective much of it needs to be enjoin at the whole class. According to Ainscow (19995) individualized responses, found on taxonomical programmes of intervention, are now a thing of the past and the planning bound now needs to be directed at the whole class. When desegregation efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 19995). Englis h schools have experienced a significant increase in largely wild classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 19995). some other important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (200328) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside th e core curriculum (Rose, 200332). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personalized and social development the cross curricular skills, themes and dimensions methodological and practice-related notions like group work and problem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 200332).Improved formative assessments, according to Black and Williams (20013) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One fact-finding study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups intensify their learning (Fuchs et al. 1997, cited in Black and Wiliams 20013).So far, this assignment has focused on the ways in which mainstream school s can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools.Elias et al. (20021) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had be en integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to build friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy laissez passer commented because we have a very good report card for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally.Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England. Reportedly, an estimated quarter of the local population draw some form of welf are assistance there (Ainscow and Kaplan, 20051). Ainscow and Kaplan (20051) collaborated with a group of xvi form old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 20051).However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and tally students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 20051). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic perfo rmance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005).The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the locating of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 20051). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a knock-down(a) way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does dep end on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of unripe people.ObstaclesAn analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (20021) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded.Another issue is associated with a lack of resources within schools. Teachers much cite a lack of resources as a barrier to mainstreaming pupils with special needs. able and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 200511).There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocussed and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 20013).There are immanent dangers associated with using specialist support in inclusive schools and this is evident by dint of Depeller et al. (2005117) analysis of Australian secondary schools where inclusive education provision relies intemperately on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- normative viewpoint whereby the specialist plays a central role in cause practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and railyard improvement efforts in changes in teachers knowledge as well as the cultural and organi sational conditions of the school.It is important that teachers be aware of the dangers of pathologising educational difficulties as natural within students, even when those same difficulties are employed effectively to air some aspects of school practice (Ainscow, 200513). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 200513). As Ainscow (200514) asserts, even the most advance teaching methods are likely to prove ineffective in the men of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fi xing.An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (200010/11) minimal brain damage is characterised by a range of learning disorders, shortness of attention pass over and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (20081) an independent Royal military commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments irresisti ble impulse with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just buy out that because children convey a certain set of systems, that it has a specific medicalized cause as the defective diagnosis can inevitably lead to the wrong treatment and misguided teaching practice.ConclusionIn conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes better communication and partnership working with parents and children a positive attitude and appropriate skills held by teachers full involvement in curriculum subjects and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process a nd clarify the importance of savoury with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly assured recommendations for future inclusive practice.