Language is a very powerful tool. The words used to express ideas can have a strong influence on the way issues are defined and understood. Disability is an area where language is subject to debate and change. There is often concern as to whether words used are appropriate Depending on how it is used, language can reinforce either positive or negative views of disability. Generally the preferred language always describes disabled people in an active rather than a passive role. For example wheelchair bound portrays a negative image of the person, while wheelchair user is an active term which shifts the emphasis from the wheelchair to the person. The word special when referring to disabled people tends to either mean extraordinary or not good enough, and is therefore viewed as patronizing. ( Broad Argument Topic 12, p15)
''The term ‘special needs education’ has come into use as a replacement for the term ‘special education’. The older term was mainly understood to refer to the education of children with disabilities that takes place in special schools or institutions distinct from, and outside of, the institutions of the regular school system. In many countries today a large proportion of disabled children are in fact educated in institutions of the regular system.
‘ Disabled people and people with learning difficulties are the consumers of ‘Special Education’. We are beginning to do our own research into the effects of segregation, restricted curricula, special classes and units and we will publish our findings. However, the vast majority of disabled people already feel that the ‘Special Education System’ is based on the medical model of disability which we do not want perpetuated. The social model of disability would state that integration means the removal disabling factors from the mainstream education system so that even the most severe disability can be accommodated.
Experience of disabled children who have been better educated in mainstream schools is that they do better educationally and socially, as long as the school responded in a positive way to their ‘special needs’. Able bodied children also report it had been a positive experience for them as does their teachers’ (Rieser and Manson, quoted in Topic 12, p 37)
Inclusive education is a developmental approach which seeks to address the learning needs of children with special needs with a specific focus to eradicate social exclusion. This debate is historical and has been on-going ever since people began to question the old, segregated institutions, and to struggle for the equality of children with special needs and for their integration into society and into education. A decisive issue is that of how the individual pupil can be ensured optimal education in accordance with his/her capabilities and needs. In the holistic view of the pupil, opportunities for participation and sharing in the work of the class are a dominant factor in the planning of classroom activities.
Human differences are natural, contribute to the richness of every society and must, of course, be reflected in schools. Schools must ensure opportunities for participation and sharing through a wide range of working methods and individual treatment.
Inclusive education means that the school can provide a good education to all pupils irrespective of their varying abilities. All children will be treated with respect and ensured equal opportunities to learn together. It is necessary to remember that children spend a considerable amount of their childhood years in primary education, so it is inevitable that the experience can shape a child’s personality, personal outcome and their quality of life. Each individual child and their family will experience school and the education system differently a reason like special needs where the child has either behavioral or learning difficulties can be a reason for this.
The shift from the medical model to the social model view can be seen in current government legislation, policies and practices aimed at children with disabilities. In 1981 saw about a change in children with learning difficulties being educated alongside their non – disabled peers. Disabled children with health issues are no longer isolated and treated in health institutions; the aim has been moved to providing health care in community and family settings. When Labour Government came in force they made a clear policy to break the divide between mainstream schools and special needs schools.
‘We want all children, wherever they are educated, to have a good education that enables them to achieve to the full and provides a firm foundation for adult life. We want all pupils to have regular opportunities to learn, play and develop alongside each other, within their local community of schools, with shared responsibility and partnership approach to their support’ (DfES quoted in Topic11, page 27)
However, there are still educational policies and practices that place children with learning and behavioral problems into ’special schools’. Even though the care provided is adequate to deal with the cognitive aspects of the child segregation of schooling can result in a negative effect in which the way the child views itself after being excluded from children without special needs. Being excluded from main stream schooling can make a child with special needs feel inadequate compared to their non-disabled peers. This can lead to the child feeling that they are a disappointment to their parents resulting in lack of self esteem.
Today the whole UK education service is changing as it seeks to create world class levels of achievement. Educational development is still a political priority. Schools are now the centerpiece of social change, primary education goes beyond that of the just the child and is now extended to meet the needs of the children’s families and the local community working with agendas as varied as social exclusion, community involvement, interagency working and The National Curriculum. In 1988 the National Curriculum was introduced, the main aim of the National Curriculum was to raise standards making sure all children have a broad and balanced education up to the age of sixteen and to ensure that schools in all parts of the country are following the same courses. Today child centered approaches to education are being put into practice, through flexible and experimental learning. Children, parents and the government all play vital roles in the provision of primary education. Policies surrounding education determines what is taught in schools and how it is taught. Other policies include those surrounding educare.
‘The debate about ‘what is education?’ and ‘what is care?’ can be usefully combined in the concept of Educare which has its roots way back in the past. In the early part of the twentieth century, groundbreaking educators like Margaret Macmillan had no difficulty putting together a model for young children which integrated both their cognitive and care needs. However ‘Educare’ got lost as things separated out mid century. Early year’s provision is moving again towards a combined model. ‘ (Whalley, Topic 10, p12)
Educare is based on the concept that education and care should be delivered in an integrated way to children and their families, and is seen as the best way to meet the children’s’ needs in a holistic way including initiatives such as child, parent and school partnerships, wrap around care and interagency working where children, parents and the school work together in a planned way. After school provisions are growing within primary school around the U.K providing security and stability to the children who need it however, there is still strong debate that the use of after school care provided means that many children are spending more time at school than within the family home. (Broad Argument Topic 11, p13)
When discussing how those working in primary education settings can contribute to positive educational and welfare outcomes for children with special needs it is necessary to remember that the quality leadership of the school is crucial in achieving good outcomes. When looking at inclusion of children with special needs in mainstream schooling effective leadership from the headmaster can lead to an increase in their personal understanding and enables them to support fellow colleagues so they are able to work better in the classroom. A clear vision and strong leadership from the headmaster can create a motivating and inspiring educational environment in which all children can learn and grow. Through regular meetings with both parents and other members of staff they can address the child’s individual needs, weakness and improve standards. Schools that promote inclusive play, community involvement, interagency working and child parent school partnerships provide the best outcomes for children with special needs. By listening to the children and taking into consideration their views allows them to have a direct say in the services they really want and need. By allowing the child to voice his or her own views it allows the child to be heard which can build their self esteem and allows them the opportunity to gain self respect. A good school shows praise and focuses on the child’s abilities rather than their disabilities. A good school shows no tolerance to any form of bullying which all leads to promoting the child’s quality of life; a school which does not aim to work with other members of staff and parents fails to promote the best interest of the child and can create barriers to their quality of life.
When discussing the education system and children with special needs it is clear to see that the teachers, government and parents all play vital roles in making a difference to the children’s lives. Primary education undoubtly plays a vital role when shaping the lives of children with special needs and their families. It is therefore necessary for all of those involved to do their best to promote the individual needs of the child. This can be done in various ways. Inclusive education and Educare are both approaches which aim to provide the best education and care to children and their families meeting the child’s needs in a holistic way.
WORD COUNT – 1996
REFRENCES
K204 Course Team (2001) Working with Children and Families, Topic 10
K204 Course Team (2001) Working with Children and Families, Topic 11
K204 Course Team (2001) Working with Children and Families. Topic 12
