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ANALYSIS OF INCLUSIVE EDUCATION 6

Analysis of inclusive education in the academic performance of students with special needs: Advantages and disadvantages

Dora Luz Gandaria

American InterContinental University Online

Outline

Title: Analysis of inclusive education in the academic performance of students with special needs: Advantages and disadvantages

Thesis:

I. Introduction

A.) Thesis

B.) Abstract

II. Effects of inclusive education

A.) Inclusive education

III. Perspectives of inclusive education in students with special needs

A.) Advantages perspectives

B.) Disadvantages perspectives

IV. Attitude of education sector stakeholders toward integrating education systems

A.) Educators and inclusive education

B.) Care of students with special needs for inclusive education

V. Putting up inclusive education in a neoliberal society

A.) Changes for an inclusive education

B.) The difficulties to make the change to an inclusive education

VII The realization of inclusion within regular school systems

A.) How to facilitate inclusion in the classroom

B.) Needs of students for a successful inclusion

VIII Main disadvantages toward inclusive education

A.) The problems in inclusive education

B.) The requirements for an inclusive education

Ališauskas, A., Kaffemanienė, I., Melienė, R., & Miltenienė, L. (2011). Parents' Point Of View

Towards Inclusive And Special Education. Special Education, (2), 128-142. Retrieved fromhttp://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=73999979&site=ehost-live

The article looks at the experience pupils especially in special education stating various advantages and disadvantages of having an education which is inclusive of the special in the community. The authors of this article use the analysis of results from research which was carried on 232 parents who have been raising children with special education needs by looking at the various decisions which they have to make in improving the welfare of their children. The article also looks at the opinion of the parents on the methods of teaching which can be suited for the children with special needs. The authors discuss various challenges which these children may go through during schooling and how such challenges can be minimized.

Mitchell, D. (2015). Inclusive education is a multi-faceted concept. CEPS Journal : Center for

Educational Policy Studies Journal, 5(1), 9-30. Retrieved from https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1674473752?accountid=144459

Mitchel, the author of this article, uses the UN convention on the right of people living with disability to explain the importance of having an inclusive education program for the physically challenged in our society. This source is very relevant to the topic since the author explains various models which can be used in providing an inclusive teaching program for the physically challenged. According to the UN convention on the rights of people living with a disability, all living human beings have right to education, and thus it is important to look for the best way in which we can support those living with disabilities in all aspects of life. Mitchel points that it is the educators who should come up with the best model for teaching and helping those living with a disability. He goes on to mention the importance of having an inclusive teaching program for all in the society.

Acedo, C., Ferrer, F., & Pàmies, J. (2009). Inclusive education: Open debates and the road

ahead. Prospects, 39(3), 227-238. doi: http://dx.doi.org.proxy.cecybrary.com/10.1007/s11125-009-9129-7

The authors of this article use information which was discussed in the 48th international conference on education to explain the importance of inclusiveness in education. The authors discuss various challenges which are facing inclusiveness of education in the world and some of the ways to overcome these challenges. According to the authors, developing countries are facing an uphill in providing an inclusive education as compared to developed countries which are overcoming these challenges. The authors use the difference in these two categories to explain the advantages and disadvantages of inclusive education in the society. It is important for educators to provide teaching system which is all-inclusive looking at the diversity of the learners. This can be achieved by increasing participation in learning, cultures, and communities and reducing exclusion in the education sector.

Knight, B. A. (1999). Towards Inclusion of Students with Special Educational Needs in the

Regular Classroom. Support For Learning, 14(1), 3. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=4374473&site=ehost-live

Knight, the author of this article, start by explaining a scenario on how education or teaching can be variant in a class and the importance of having an inclusive classroom as an educator. According to the author, it is important to have an inclusive teaching program to make sure that the physically challenged in the society are not left behind. Some of how educators can promote inclusiveness in education are through formulating practices and school policies which promote education for all in the society. The article explains the advantages of having an inclusive education program so that the disabled get their right to education.

Ališauskas, A., Ališauskienė, S., Kairienė, D., & Jones, S. (2011). MEETING OF PUPILS'

Special Needs In The Context Of Inclusive Education: Uk Experience. Special Education, (1), 91-104. http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=65412009&site=ehost-live

The authors of this article use the experience in the UK on the application of various practices to the special needs children for the purpose of providing an inclusive education. The authors help in explaining the advantages of inclusive education by analyzing the statistical data in the UK as their baseline in the importance of having all have the basic education in the community. Through looking at the legal and all related educational practices, the authors can outline various advantages which come with inclusive education. To promote inclusiveness in education, it is important to have a good understanding of the children and their understanding level so that the school can come up with a good action plan for all the students. In some cases, it might need to separate the students if there is a big verity between their understandings so that the educators can spend more time with the less fortunate.

Bradshaw, K. (2009). Teachers'Attitudes and Concerns Towards Integrating Students with

Special Needs in Regular Classrooms: A United Arab Emirates Perspective. Journal of The International Association Of Special Education, 10(1), 49-55. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=42513481&site=ehost-live

Bradshaw, the author of this article, uses the questionnaires which were filled by the teachers in the United Arab Emirates on various aspects on the inclusiveness of education in their schools. The author explains various challenges which the teachers had gone through in the effort of providing an inclusive education in the country. These challenges or disadvantages do not only arise to the teachers but also to the ministry of education. To fulfill an inclusive education the teachers and the ministry had to come up with different programs in which many of these programs were not put into practice. Some of the disadvantages are such as it is expensive to provide or come up with these programs and thus the government spends a lot of money and time in coming up with the programs.

Kamp, A., & Mansouri, F. (2010). Constructing inclusive education in a neo-liberal context:

promoting inclusion of Arab-Australian students in an Australian context. British Educational Research Journal, 36(5), 733-744. doi:10.1080/01411920903142958. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=53772810&site=ehost-live

Educational systems are a noteworthy social change operator fit for testing social disparities and monetary inconveniences. However, while schools in Australia are being stood up to with progressively socially different populaces and besides an expanding center around understudy maintenance, this transformative part is progressively being played out in a more extensive instructive setting that has been found to repeat instead of test examples of social imbalance. Progressive governments in Australia have reacted to this setting with a heap of strategy activities. This paper, in light of three-year longitudinal, inquire about embraced in the city of Melbourne, traces this strategy setting and presents the hypothetical approach that supports its inventive way to deal with overseeing decent social variety in instructive foundations. It contends for, and presents, a multidimensional model for overseeing decent social variety in schools, one that gives the devices to transformative practices to be embraced to impact positive change in school conditions for the advantage of all understudies.

Ballhysa, N., & Flagler, M. (2011). A teachers’ perspective of inclusive education for students

with special needs in a model demonstration project. Academicus, (3), 121-133. Retrieved from https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1954580021?accountid=144459

The authors of this article explain the challenges and disadvantages of teaching the students with special needs in the same class with all-round students. In the improvement of their expert mastery, every one of the members concurred that nonstop training on working with understudies with exceptional requirements is essential. The three best need required points explained were: change and adjustment procedures that address the particular needs of understudies with incapacities, a superior comprehension of the work with the Individual Education Plan (IEP) and learning of different classes of inabilities. The concentration aggregate uncovered that the requirement for instructional systems is especially intense for instructors of math and sciences in the higher cycle.

Mukhopadhyay, S. (2013). Inclusive Education for Learners with Special Educational Needs in

Botswana: Voices of Special. Journal of The International Association of Special Education, 14(1), 41-49. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=98889807&site=ehost-live

Mukhopadhyay, the author of this article, tackles the consideration of students with special education needs (SEN) in normal grade schools of the south focal areas of Botswana. Thirty-eight Senior Teacher Advisors Learning Disabilities (STALDs) were chosen to utilize purposive examining and information was gathered through inside and out meetings. Results uncovered that a large portion of the STALDs in grade schools in Botswana was not prepared in the zone of a specialized curriculum and the parts and duties of STALDs were not characterized. In the meantime, STALDs were worried about preparing, arranging a time, and absence of assets as the prevalent obstructions for addressing the necessities of all understudies and usage of comprehensive training in Botswana elementary schools. The article finishes up with an exchange of the ramifications of this examine for constant expert improvement and future routine with regards to comprehensive training in Botswana.

Mukhopadhyay, S. (2015). West is best? A post-colonial perspective on the implementation of

inclusive education in botswana. KEDI Journal of Educational Policy, 12(1) Retrieved from https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1693527581?accountid=144459

The author of the article explains disadvantages students with Special Educational Needs (SENs) do not approach even the most essential education in developing countries. To address this issue, United Nations associations advanced the idea of comprehensive instruction approaches in creating nations. This idea was started in Western nations in the 1980s: with globalization and dynamic cooperation of universal giver offices, the possibility of comprehensive training increased critical money all inclusive. In any case, as a rule, the comprehensive instruction arrangement was forced on the training arrangement of numerous creating nations by global giver organizations. This examination utilizes a post-frontier viewpoint to see how this Western idea was actualized in previously colonized nations, with a particular spotlight on Botswana.