Back in the swing of things!

Ok, so Uni is back in swing, and I thought I'd share the first piece of writing I have to submit, ALREADY! 

This piece is to share my views on inclusive teaching, that is, whether students with disabilities should be included in general school classrooms, or whether it is better for the students to be segregated in special schools. Studies show that students with disabilities actually learn and function in society better from being included in general schools, than that of of special schools. 

Some dilemma is caused by the workload of the teacher to cater for the students special needs, when this does not occur the idea of inclusion gets confused with assimilation, meaning that the general school gives the student with disabilities no choice but to conform to the teaching methods of the teacher. The law states that students with disabilities have the right to an education in the Least Restrictive Environment.

This is it...

(The term ‘disabled person’ is derogatory in itself, the favoured term is ‘person with a disability’ as they are first and foremost a person.)

My position on inclusive teaching in any educational institution is that we must assess each case independently (Armstrong, 2000).

It’s important to keep in mind that a student’s placement in a classroom is decided on the basis that is in the best interest of that particular student. If on the other hand the situation proves to be disadvantageous to that particular child than measures need to be taken to assure that the student is able to learn at their highest potential in the Least Restrictive Environment (Individuals with Disabilities Education Act, 1990, 1992, 1997; Heller, Holtzman & Messick, 1982).

 I do believe that it is beneficial in theory for teachers to include students with disabilities in their classrooms as it will push them to be creative and diverse in their practice.

Armstrong, F. (2000) Space, place and the production of the other.  A study of difference, disability and policy making in education in England and France. Unpublished doctoral thesis, University of Sheffield, United Kingdom, p.142

Heller, Holtzman & Messick, (1982) Placing Children in special education: A strategy for equity Washington, DC: National Academy of Science Press.