INCLUSION OF SEN LEARNER INTO A MAINSTREAM SETTING

Inclusion of SEN learner into a Mainstream Setting

Inclusion of SEN learner into a mainstream setting

Title: Inclusion of SEN learners into a Mainstream Setting

Title justification

No one can deny that "inclusion" is among the hottest topics in education today. It Among the range of possible definitions for inclusion, we have settled on this one: inclusion involves keeping special education students in regular education classrooms and bringing support services to the child, rather than bringing the child to the support services. In an inclusionary setting, special education teachers work with regular education teachers in regular classrooms. The paper will discuss at length the inclusion of SEN children into a mainstream setting.

Motivation

As we know that over the years, the debate and practice of inclusion has become paramount to both special and general education communities (McLeskey, Henry, & Axelrod, 1999). Inclusion has become a serious social-political issue that has strong proponents and opponents (Bricker, 1995). As noted in a number of investigations, teachers' beliefs and attitudes affect what they do and how they do it. Parents' and children's attitudes may also be instrumental in the success of integrating children with disabilities (Stoneman, 1993). This motivated me conduct research on the topic of inclusion of SEN children in mainstream.

However, even the most positive of attitudes may not result in successful inclusion if the professional staff does not have the skills to manage the behavior and learning of a diverse group of children. In addition, the ability of a variety of professionals to effectively share and collaborate may be critical to program success (Lieber et al., 1997). Finally, having an adequate support system seems essential to successful inclusion (Peck, Furman, & Helmstetter, 1993). Support should be construed broadly from necessary physical accommodations and additional training for staff, to administrative personnel who see the added value of inclusion.

The inclusion of children/adults with disabilities into mainstream society is part of a larger social issue that can be framed as protection of minority rights. The essence of this debate is how the individual with disabilities (and other historically devalued populations) fit into the larger social scheme. What tolerance and compensatory moves are both appropriate and acceptable to those directly affected by disability and those who are not? Inclusion debate might benefit from the understanding that the special education. And disability community cannot ensure the well-being of inclusion programs without the ...