The History Of The Education System

Published Date: 02 Nov 2017

Inclusive education: The idea of incorporating disadvantaged parts of society in educational opportunities is not a novel idea; it means more than including the pupils that have special educational needs within the mainstream school. It teaches the pupils to have the right moral views and correct value judgement on others that have less ability than those who are considered as normal. It also provides the children with or without disabilities an environment where they can view differences in life and learn from each other difficulties through day to day interaction. This is very important to the development phase of the child because what they see and experience in their childhood, will reflect on their future contribution to society; consequently helping to shape a better society. (Smith, 2002)

The practices of inclusivity in education extends beyond inclusion, it can be viewed as another form of integration between mainstream and special education need schools.

Under this practices student with learning disabilities will be taught in the same classroom as children without learning difficulties. (Bowe, 2005) However, there are potential conflicts that can arise from such integration. Those that have less learning capabilities may undermine some of the strongest student. From the teacher perspective, the question of whether enough resources available and training to ensure that all student achieve the learning objective. In spite of this, the benefit of integration may outweigh the potential drawbacks.

Many framework has been provided for achieving inclusive education (CSIE, 1996; UNESCO, 2009; NCSE, 2011). The reasons of choosing (CEC, 1994) 12 principle because it account for many of the complexities that emerge during the implementation of inclusive practice in education. According to The Council for Exceptional Children (CEC, 1994) there are 12 principle and some of the are essential to inclusive practices: The first of which is the development of the vision, it provide clear goal and define the values of the program. A clear vision will promote better team work because people can operate in a more coordinated manner under the share philosophy. It will also improve the responsiveness of the team in a quicker and effective manner. In order for inclusive education, there must be a shared commitment among different stakeholders and strong conviction that all pupils can learn. e.g. this would be manifested in the form of the school mission statement. (Ainscow, 1997)

The second principle leadership involve sharing responsibility with different stakeholder where they embrace changes and promote equal opportunities. The central offices and administrator have to work in tandem with members of the communities, school staff and specialist to create, implement and constantly evaluate the effectiveness of the inclusive program. Mortier et al. (2010) found that teachers did not find traditional meetings helpful because the onus remain on them to turn educational problem into solutions that can be put into practice, so they felt there was a burden (Van de Putte et al. 2009) what prove to be effective was an open group process between teachers, administrator and parents engaging in discourse and extending the responsibility as educational problem solver. This is important because parents often question their own judgement around professionals. (Hodge and Runswick-Cole, 2008)

The solutions to inclusion are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions that work. Given what change requires—persistence, co- ordination, follow-up, conflict resolution, and the like—leadership at all levels is required. (Fullan, 1991 p.ii)

Another principle highlight the importance of inclusive school establish a sense of community, As "schools become the focal point for teaching students that diversity is valued within the context of solidarity." (Boscardin and Jacobson, 1997 p.) An inclusive school should be representative of the wider community where participation is required by the community at all levels. However the school should also be in support of the establishment of an inclusive community where members of the community should take care of each other. Conversely the issue is to what extent the schools are able to reach those that were marginalized by the community. "Communities of practice(COP) are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis" (Wenger, McDermott, and Snyder 2002, p.4). The notion of COP corresponds with the studies on social constructionism. One of the key components is that element of reality are not set by nature and must be continuously re-affirmed. With these view, the importance of partnership and local knowledge is highlighted. Mortier et al. (2010) found that the joint expertise of parents, specialist and teachers resulted in a more complete view of the child; the communities of practice have the potential to create opportunities for feasible inclusive education.

The CEC also states that in their principle an array of services should also be provided by the school, it needs to work in conjunction with different agencies personnel to fulfil the needs of student with disabilities. Manitoba Education and Training and Youth (2001) suggested three different forms of support that include in-class support, educational (specialized) support and external support. With the In-class support, the school should provide a special educator to support students that have disabilities in general education classrooms. Educational (specialized) support is where the specialized service are required, the school needs to provide enough resources and self-contained area for the students. Finally the external support, the communities will be involved to provide any necessary accommodations to aid the students. however there maybe disparities in the expectation and requirement of the school and the students.

The principle collaboration and cooperation is considered as the most important in inclusive practices, it can be achieve by developing system for co-operation. In addition to this, by fostering support network between faculty and pupils they can work together to achieve inclusion in education. Different strategies can be implemented to connect students in a friendly, long term and supportive relationship, for instances peer tutoring, co-operative learning and circles of friends. Furthermore, there should be coordinated effort between school staff for example joint-teaching, extended day programs and team teaching. (CCIE, 2005) On a much wider context, inclusive school should cooperate with other school instead of competing for ranking in the league table. As there are differences in demographic and social class so their need and circumstance may not differ.

The fifth principle flexible roles associated with the responsibility of the teachers. Within an inclusive setting, there will be constant changes to the school structures and teachers are expected to be flexible in their approach. It also offer the opportunities for teacher to raise their need and concern to the school administration. Through participating in committee and teams, it enable teachers to engage with the communities to resolve issues regarding inclusion (Florian, 2008).

-partnership with parents

• partnerships with parents: parents are involved in the planning and implementation

of inclusive school strategies.

In order for the policy to work effectively, it require much wider support and complex coordination among the community, government and non-government organisation. The key principle that were mentioned above will only set out the basic framework of archiving inclusive education and there are many challenges that may emerge during the implementation process.

The difficulties in the implementation of inclusive education

-new form of accountability

The structure of the education system in the UK in terms of the league table and the organizing of learning groups on the basic of perceived ability may be detrimental to inclusive practice. ((Ireson, Hallam, & Huntley, 2005) Research suggest that ability grouping create dissension and that may impact on underachievement that was found in different school. (Florian and Rouse, 2009)

even thou the framework is comprehensive but there are still problem related to the implementation

Conclusion

For many years society had overcome different challenges in inclusive education, consequently these challenges became the cornerstone of the modern day education system. However, there are still many uncertainties and challenges lying ahead for us. To what extent can these 12 key principle to be achieved in practice, after all the education system is not prefect and at what cost will the society pay for the education system to become more inclusive.

issue of private school?