Inclusive Education: Laws and Policies
Inclusive education
INCLUSIVE EDUCATION: LAWS AND POLICIES FOR INCLUSIVE LEARNING
LEVEL 3
ADVANCED BTEC
Learning outcome 1: Demonstrate understanding of what is meant by the term Inclusive Education and its relationship to the Warnock commission of 1981.
Inclusive Education is a philosophy which challenges the traditional approach to regard disability and disabled people as an 'after-thought ' stating that disability is a part of common experience of humanity. It is the approach which caused a shift that disabled people and people with learning difficulties could enter the world as equals (Brown, 1992). "Inclusion" in education means that it is unlawful to discriminate between on pupils on grounds of race, sex, disability, sexual orientation, gender reassignment etc. Thus all learners have the right to quality education. Under the inclusive model of education, students with special needs or learning difficulties study in the main stream schools along with other children. It differs from the previous concepts of 'Integration ' and 'Mainstreaming ' which are concerned with disability and special education needs and the implied learners change or become ready for mainstream.
The Education Act 1944 established that children 's education should be based on their age, aptitude and ability, describing eleven categories of 'handicap '. The general philosophy at that time was that the child should fit the school rather than the school should fit the child. There they should attend special schools. Underwood Committee report, 1955 recommended provisions better schooling of maladjusted child and mentally challenged children by providing health services at school. Education (Handicapped Children) Act 1970, made provisions for discontinuing the classification of handicapped children as unsuitable for education at school. But most of the educational provisions for disabled children remained segregated.
Special Education Need provision was based on
INCLUSIVE EDUCATION: LAWS AND POLICIES FOR INCLUSIVE LEARNING
LEVEL 3
ADVANCED BTEC
Learning outcome 1: Demonstrate understanding of what is meant by the term Inclusive Education and its relationship to the Warnock commission of 1981.
Inclusive Education is a philosophy which challenges the traditional approach to regard disability and disabled people as an 'after-thought ' stating that disability is a part of common experience of humanity. It is the approach which caused a shift that disabled people and people with learning difficulties could enter the world as equals (Brown, 1992). "Inclusion" in education means that it is unlawful to discriminate between on pupils on grounds of race, sex, disability, sexual orientation, gender reassignment etc. Thus all learners have the right to quality education. Under the inclusive model of education, students with special needs or learning difficulties study in the main stream schools along with other children. It differs from the previous concepts of 'Integration ' and 'Mainstreaming ' which are concerned with disability and special education needs and the implied learners change or become ready for mainstream.
The Education Act 1944 established that children 's education should be based on their age, aptitude and ability, describing eleven categories of 'handicap '. The general philosophy at that time was that the child should fit the school rather than the school should fit the child. There they should attend special schools. Underwood Committee report, 1955 recommended provisions better schooling of maladjusted child and mentally challenged children by providing health services at school. Education (Handicapped Children) Act 1970, made provisions for discontinuing the classification of handicapped children as unsuitable for education at school. But most of the educational provisions for disabled children remained segregated.
Special Education Need provision was based on
References: 1. Anon. (2004). The development of education for children with special educational needs. Available at www.socsci.ulst.ac.uk/education/scte/sen/articles 2 4. DfEE (1997). Excellence for All Children. The Stationary Office. 5. DfEE (1998). Meeting Special Educational Needs: A Programme of Action. London: DfEE. 6. DfES (2006). Implementing the Disability Discrimination Act in schools and early years setting. A DfES resource file. 9. Gillard, D. (2011). Education in England: a brief history. Available at www.educationaengland.org.uk/history 10 11. House of Commons Education and Skills Committee. (2005-06). Special Educational Needs. Vol. I, p.11. 12. Kent, N. (2005). Special Needs. Education Journal, August 2005, 88, pp.29-30. 13. Knox, J. (2002). The Special Education Needs and Disability Act: Guidance for Teaching Staff. Demos Project, www.demos.ac.uk 14 15. QCA (2004a). Respect for All: valuing diversity and challenging racism through the curriculum. Online at http://www.qca.org.uk/ages3-14/inclusion/301.html 16 17. Rieser, R. (2002). Disability Equality in Education. http://www.worldofinclusion.com/res/early/Early_Years_coursebook.pdf 18