Should children with special needs be educated in mainstream school
Should Children with Special Needs Be Educated in Mainstream School
For many years there has been debate whether children with special needs should go to mainstream school. Two decades ago children in mainstream school would never have encountered a child with special needs. In the 1980's many special school were closed down.
John Macbeath one of the authors described it as a form of abuse for some children and that they are more likely to get expelled, and teachers were leaving the profession because they could not cope.
All children including those with special educational needs have the right to an appropriate education. The need of the individual child should be consider when decisions are being made. The parent are entitled and should be enabled to play an active part in the decision making process. Their wishes should be taken into consideration.
A new government report is being interpreted as heralding reversal of policy over how special needs children are educated. The report suggests that the number of special school will not be reduced any further; instead they will be encouraged to link with mainstream schools.
The ambition of the special educational needs division is that every child with special educational needs reaches their full potential in school and can make a successful transition to adulthood. To promote the welfare and interests of a special needs child an improve the support they receive, there are sites that provides a wide range of advice and materials for teachers parents, local authorities and other working with special needs children in England.
John Macbeath think that other children lost out as staff devoted their time to special needs children, parent felt betrayed as their children educational needs went unmet and the children sunk into a spiral of misbehaviour that often ended in expulsion. Steve Sinnott the union's general secretary said that inclusion has failed many children; Teacher's supported the idea in principle, but felt let down by the practise.
Lord Adonis, the school minister, went on to say children should be taught in mainstream schools, if this is what their parent want and it is not incompatible with the efficient education of the other children. David Willets, the shadow education secretary said the report should lead the government to rethink on its inclusion policy.
The trend for an increasing number of special needs children to attend mainstream school has been a success and widely seen by parents and children as the preferable option. The government and the local authorities had some drawback, because they thought it would cost too much money to provide the facilities and tailored tuition for those children who need it.
That is not a good reason for turning back. Some schools are reluctant to accommodate children with special needs they think that the school could be drag down. The policy of accommodating children with special needs in mainstream school has just started to make a difference.
Some children will remain in special school. But the choice should primarily be one for parents. It should not be forced upon them by the local authorities or target-hungry head teachers seeking to restrict their school's intake. In many countries there is little contact between special needs school's and mainstream schools. However, the situation is beginning to change. In 1983 the first travelling teachers who have some specialist training began working with special need children in mainstream school.
Mainstream teachers were not trained to work with travelling teachers and this make it difficult for the travelling teachers to provide effective support. The government created an education policy in 2001 yet there is no guidance on the development, choosing a mainstream school may also offer the advantages of the school being nearby. With the possibility of mixing with the same children and families out of school.
Children can be offered substantial help in mainstream school both with and without statements of special educational needs. With the strengthening in 2001 of parents right to mainstream places for their children. There are more special need children attending mainstream school and in addition all schools have more duties to make themselves accessible to and to provide adjustment for children with special needs.
The different between mainstream and special school is a legal one. According to the committee, those with special educational needs are being sidelined. It also claims the government inclusion policy, teaching pupils in mainstream schools wherever possible is causing confusion about whether this means, closing special schools.
One point five three million children in England are judged to have special educational needs. The committee recommends more mainstream and special school joining in federations to share ideas. Barry Sheerman, the committee chairman say many of the problem identified in their report stem from the fact that special educational needs provision has not been given sufficient priority by successive government.
The standards varied widely; there is a high level of satisfaction out there, about ninety percent. The committee argues that mainstream schools need to do well in league tables, means some are unwilling to accept special needs children for fear of damaging average test results.
Regardless of the theory, the evidence clearly demonstrates that special education need and the raising achievement agenda sit very uncomfortably together at present. Responding to Lord Adonis, the needs of the child should come first and the preference of the parents should be given very great consideration. The Government's education policy if focused on helping all children releases their potential.
They are committed to develop an education services that provides equal opportunity and high achievement for all children. The special educational need code of practise play an important role in delivering that commitment. The special educational need and disability act 2001 provides a framework for developing the strong partnership between parents, schools, local education authorities, health and social services and voluntary organisation that are crucial to success in removing barriers.
They are all confident that the code of practise will build on the success and help raise the achievement of all children.
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