Education: Special AND Inclusive?

Ability labels, the deficits implied by special needs categories are treated as
substantive, unalterable attributes of the person, with clear implications for
both presents needs and future potential(Hart, Drummond & Mclntyre, 2007).
Special Education separates children based on their perceived ability, were
as inclusive education allows all children to be taught together in classes that
accept diversity.

Once children know that they are viewed in a certain way then they will begin
to believe what is said about them and wont try as it is just how they are and
it cant be changed .(Hart, Drummond & Mclntyre, 2007). Maths is not one of
my strong points and throughout my schooling I was placed in the bottom
maths classes. I knew that I wasnt good and when I got frustrated that I
couldnt do it my parents would often tell that it was ok maths just wasnt my
thing. This became an excuse to me, Ive never been good at maths and I
probably never will be so why try. Singling children out and placing them in
Special or ability focused classes does not actually benefit their learning as it
allows children to develop negative perceptions of themselves which can
actually impede their ability more. Segregating based on ability can also
influences teachers to teach children different based on what it is perceived
they can do and also to blame any troubles on that childs ability rather than
teaching style (Hart, Drummond & Mclntyre, 2007). This means that children
are not encouraged to challenge themselves and will fall further behind. This
was obvious with Josh in Certain Proof, Josh was placed in a special class
where he was constantly doing the same activities which made him get bored
easily and not want to try (Ellis& Ellis, 2013).

The assistant principle at Central Normal School, say that the children are in
the classroom with their age appropriate peers and their needs are meet
within that setting (IHC NZ, 2011). This school is inclusive in that they view all
children equally, teachers plan lessons with varying activities that allow
children on a range of levels will be to participate (IHC NZ, 2011). Any
children will disabilities or impairments are just another member of the class
and school community. Throughout an IHC video that main points that I
gathered about inclusive education were support and communication.
Principals, teachers, parents, teacher aides, and the students all have to work
together collaboratively in order to ensure that classroom functions to provide
the best learning environment. This means that teacher knows about all the
children, how they learn and the best learning conditions and are also
continuously developing their practice by asking for alternative teaching
methods and watching other teachers (ICH NZ, 2011). make connections
between school learning and the students worlds, to find ways of making
learning schools meaningful, relevant and important to them (Hart,
Drummond & Mclntyre, 2007, p.502), communication is very important in
making sure that all students can learn, a parent in the ICH video said that his
childs teacher had developed new ways to improve learning for children
through the communication of activities that they had done at home (IHC NZ,
2011).


Inclusive education is better everyone involved, it allows other children who
learn differently the opportunity to be exposed to different ways of
communicating and teaching. A teacher at Central Normal School created a
poster of images so that one of her students remembered what to take home,
and she found that lots of other children also used it (IHC NZ, 2011). Another
teacher mentioned that the visual images and careful explaining she did to
ensure one student understood benefited the whole class (IHC NZ, 2011).
Inclusive education exposes the school community to the diversity of people
in the world and allows children in the class develop lovely characteristics
without any guidance from the teacher such as understanding, acceptance,
empathy (IHC NZ, 2011), which makes difference more normal.

In conclusion ability labels and special education are said to help those with a
perceived lower ability as the learning is focused at the appropriate level but it
can often lead to children having negative thoughts about themselves and can
impede learning rather than improve it. In order for improved learning for all
education needs to be inclusive of the diversity of children in a class. If a
classroom has to accommodate for a range of learning needs then all children
have a greater chance to succeed due to the range of ways they are taught
and can show their knowledge.





Reference


Hart, S., Drummond, M. J., & Mclntyre, D. (2007). Learning without limits:
Constructing a pedagogy free from determinist beliefs about ability. In L.
Florian (Ed.), The Sage handbook of special education (pp. 499-514).
London: Sage Publications.

IHC NZ. (2011, October 26). Learning better together: Primary - Intermediate
School. Retrieved from
http://www.youtube.com/watch?v=dkXWzA_QhSM&feature=channel

Ellis, S. (Producer), & Ellis, R. (Director). (2013). Certain Proof: a question of worth
[Documentary]. United States: Footpath Pictures Inc.