Exploring the Intergration of Special Needs Pupils in Main Stream Essay

Exploring the Intergration of Special Needs Pupils in Main Stream Schools - Essay Example Primarily, children with disabilities -- either physical or mental, or both -- were considered as ineducable that they naturally and simply would not be allowed to enroll in educational programs of any form, especially those who are severely disabled; a condition which continues to affect some of these people even until now (Charlton, 2000, p.43). Nevertheless, as civilization sprang and as equality among communities of different backgrounds and characteristics had since then been pushed by many of its advocates, public policies thrust efforts of educating this particular population by creating specific and segregated bodies that can provide and cater for their specific needs (Power-deFur & Orelove, 1997, p.1). The children with SEN are categorized according to their identified needs and disabilities. Parents, and even government authorities, as well as experts, then decide as to what specific institutions and educational models or approaches would fit to offer and accommodate the sp ecial needs of these children based on prior studies and evidences (Lindsay, 2003). Many believe that these steps of segregation are essential; that they not only offer education and a brighter future to the children with learning difficulties but it does so in a safe and secured environment as they (e.g., parents, guardians, etc.) perceive it and as proposed by existing guidelines (Bredekamp & Rosegrant, 1992). However, just as it has been pointed out earlier, human right advocates say that exclusion of children with SEN from the mainstream education is an offense to their rights; resulting to further seclusion of this particular population and their families from the general society which take toll on their social, economical, psychological, and emotional present and future health and... This essay approves that children with disabilities -- either physical or mental, or both -- were considered as ineducable that they naturally and simply would not be allowed to enroll in educational programs of any form, especially those who are severely disabled; a condition which continues to affect some of these people even until now. This report makes a conclusion that the case study will include three main methodologies to gather the data needed for analyses and interpretation. The case participants will be subjected to uninformed observation and one-on-one interview with the child, a family member, a teacher, and a head of the inclusive education institution. The study will mainly follow a descriptive qualitative approach; that is, observations and information collected from the three participants will be summarized, analyzed, and interpreted to identify particular patterns and differences among them as they are subjected to inclusive education considering their learning or educational conditions caused by disabilities. Permission from the parents of the children, their teachers, and the head of the inclusive education institution will also be requested. This will be done to ensure that all the steps undertaken are within the bounds of logical, ethical, and cultural reason, especially that the involved participants have learning disabilities and are minors who are more prone to vulnerabilities than those who have or are not.