The Inclusion of Children with SEN in the Early Years

Authors Avatar

EM0W02 Policy, Practice, Inclusion and Equal Opportunities

 The Inclusion of Children with Special Educational Needs in the Early Years: the issues

This assignment will explore the factors that influence the provision of an inclusive education for children with special educational needs (SEN) in the Early Years.  The assignment will begin by giving a brief history of social opinion and policy in order to outline the definitions of integration and inclusion.  The value of, and possible barriers to inclusion will be discussed.  Finally key points will be reflected upon, highlighting ways forward in this area.  

The social history of disability and those who are ‘different’ is full of moral discourse and political persuasion as to how dangerous these people are for society. In 1915, Goddard wrote,

“For many generations we have recognised and piled the idiot.  Of late we have recognised a higher type of defective, the moron, and have discovered that he is a burden; that he is a menace to society and civilization; that he is responsible to a large degree for many, if not all, of our social problems.”

(In: Vlachou 1997 p.15)

Over time this view has been concealed in humanitarian ideologies as a reason for segregation.  Thus, segregation was presented as a way of protecting children from harsh realities and providing for their needs.  

Vlachou would suggest that,

the popular image of society protecting its more ‘vulnerable’ citizens has remained, as it was a good policy for masking society’s contradictions.  Translating this to the language disabled people use in order to understand their position, protectors became the oppressors and protégés became the oppressed.” (p.15)

After years of struggle between humanitarian discourse and the rights of people with disabilities, the concept that segregated education was a major cause of widespread prejudices against children with disabilities and special educational needs became apparent.  Further more, Thomas, Walker and Webb (1998) suggests that there is much evidence from educational research indicating that special schools have not been as effective as expected.

Join now!

 

The Warnock report (DES 1978) instigated the redirection of special education policy, traditionally based on segregation and appeared to symbolise radical change in the educational provision of children with SEN.  From this developed a small scale integrated system which was often unsuccessful and limited.  To integrate, first and foremost, implies that the individuals to which it refers have been perceived as different, inferior and that they have to fit into existing mainstream policy and practices.  

Jenkinson (1997) would suggest that, “….the right to an education in the regular school, and even the provision of support staff, are simply ...

This is a preview of the whole essay