Inclusion of children with special needs in schools Essay Example

schools or through other methods.

''(Chapter 31: 5) However, the 1970's were a decade of change, and this was initiated by MP Margaret Thatcher who requested a report "to review the educational provision in England, Scotland and Wales for children and young people with disabilities, considering the medical aspects of their needs and arrangements to prepare them for entry into employment." (The Warnock Report 1978: 1) The report, known as 'The Warnock Report', was published in 1978 and revolutionized inclusive education. The term inclusion became widely used in mainstream schools, granting children with special educational needs the right to learn alongside their peers. The report emphasized the goal of inclusion for SEN children in mainstream schools and the need for necessary measures to be implemented.

The Warnock Report of 1978 stated that the goal for many children with special educational needs should be full-time instruction in a regular class. The report suggested that achieving this goal is possible for the majority of children with mild learning difficulties who currently receive remedial services, as long as they receive equal support from teachers with additional training or expertise in special education. Thirty years later, there were concerns about the effectiveness of including children with special educational needs in mainstream schools. An OFSTED report in 2004 expressed doubt about its success, noting that while inclusion was happening, it was hindering children's learning. The report also mentioned that the curriculum was not being adjusted to meet the needs of children with special educational needs and provide them with suitable opportunities to improve fundamental skills.

According to the report on Particular Educational Needs and Disability (2004: 5), there were concerns about the Government's

excessive focus on inclusion, as they were placing almost all children with SEN in mainstream schools and closing down special schools for cost-saving purposes. OFSTED also observed during school inspections that work was effectively explained to students, but those with SEN relied heavily on teaching assistants to further break down tasks for them to participate (2004: 16). Warnock (2005), cited in a House of Commons Education and Skills Committee report (2006), highlighted how children with SEN are primarily taught by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by teachers themselves. As a result, parents started questioning whether their child with SEN was achieving their full potential in schools and why their child was not receiving as much support from the teacher as other students in the classroom.

Baroness Warnock expressed her original vision of inclusion for all children in mainstream schools when she declared, "I think it's obvious now that the idea of including all children in the same school is...really not working in a large number of cases." (Warnock, 2006) This statement suggests that despite the intention to include children with SEN in mainstream schools, these schools have actually integrated the children rather than truly including them. SEN children are almost forced into mainstream classrooms and have to cope with the learning that has taken place, often without personalized education to meet their needs. Dimbleby (2006) effectively summarizes the issues related to including children with SEN in classrooms during a discussion on inclusion. He states, "Children with special needs have always posed a core dilemma. On one hand, can we afford to include them in mainstream education no matter

the cost or disruption involved? On the other hand, can we afford not to include them for fear of condemning millions to a life as second-class citizens?" This brief introduction highlights the challenges faced by educators and governments.

The cost and the right to education for children, regardless of their abilities or disabilities, are discussed by Warnock in the argument. She acknowledges that her original 1978 study failed to acknowledge the various special educational needs, treating all children the same. Warnock also recognizes that certain children, especially those with behavioral, emotional and social difficulties (BESD), would benefit from specialized schooling. Although these children may have educational potential, some challenges prevent them from reaching their full potential. Warnock suggests that these children would be better off attending specialized schools with the support of specialized teachers to help them succeed.

Six years on from Warnock's amendment of heart, there have been numerous government reports discussing inclusion and questioning where children with SEN should be taught. The consideration of parental choice now plays a role in determining the placement of children with SEN, giving parents the opportunity to express their preference for their child's education. The goal for many is to enable children with SEN to receive an education in a school that can meet their individual needs. Gove and Teather (2011: 17) address this in the Green paper, proposing to address the bias towards inclusion and enhance parental choice by improving the variety of schools available for selection, ensuring parents are aware of their options, and modifying guidance for local authorities. Examining the brief history of inclusion reveals differing opinions on the success and effectiveness of including children with

BESD in mainstream schools.

BESD, also known as Behavioral, Emotional, and Social Difficulties, poses a distinct and uncertain educational requirement. According to McNamara (2006:24), educators in the 21st century find it challenging to handle students with these difficulties due to the conflict between the high occurrence of such problems and the limited time they have to address them. This emphasizes the obstacles teachers encounter when dealing with BESD in classrooms. Students displaying BESD may demonstrate disruptive and hazardous behaviors, necessitating teachers' management of these behaviors while ensuring a secure learning environment for all students.

There are differing opinions regarding the education of children with Behavioral, Emotional, and Social Difficulties (BESD). Some suggest that specialized schools would be beneficial for these children as they can receive tailored instruction and individual support. On the other hand, some argue that despite the challenges faced by educators, children with BESD should be taught in mainstream schools. To determine the best approach, it is crucial to understand the nature of BESD and its prevalence in today's classrooms.

Exploring Behavioural, Emotional and Social Difficulties (BESD)

BESD is a specific educational need that affects numerous children in the UK. These children encounter behavioral issues and have emotional needs that hinder their ability to engage in social situations. Essentially, children with BESD face difficulties accessing certain parts of the curriculum required for maximizing their potential.

"Generally, behavior, emotions, and societal development all play a role in influencing the process of acquiring and accessing education. Difficulties with behavior, emotions, and societal development can hinder learning and access to education. These challenges can be seen as barriers to learning in contemporary terminology" (Farrell 2006:6). Children with BESD do not fit

into any specific stereotype. Regardless of a child's ability, they can still experience BESD, which can range from mild to severe.

According to East and Evans (2006: 15), children with mild troubles experience difficulties in group interactions and learning situations, leading to potential exclusion from societal accomplishments. Conversely, children with severe troubles may exhibit physical and verbal aggression towards teachers and peers, along with poor concentration and communication skills that hinder their participation in social situations. Moreover, children with BESD often struggle to adapt to changes in routine, a frequent challenge in the classroom.

Children who display a range of behaviors that are non age appropriate, lead to consequences in isolation from peers, negatively affect the classroom/learning environment, place unreasonable demands on learning staff, result in negative self-esteem and low self-pride, restrict learning opportunities, and create unsafe situations can be considered as having Behavior and Emotional Social Difficulties (BESD) (Evans, 2007: no page). Evans's identification of these behaviors covers the entire spectrum of BESD, ranging from mild to severe. It is important to note that BESD can affect children of any ability or age. Two specific cases illustrate this point: one child in year 6 and another child in year 1. The latter child exhibited all of the aforementioned behaviors most of the time.

According to the Green Paper (2010:20), there has been a 23% increase in the number of students with behavioral, emotional, and social difficulties (BESD) between 2005 and 2010. This totals to 158,000 students, indicating an additional identification of 29,545 children with BESD over five years. Further analysis of the statistical data on BESD shows an interesting finding - a clear association between one gender

and having BESD.

According to the DfE Special Needs Analysis 2010:12, a higher percentage of male children with statements (26,170 or 17.2%) had behavioral, emotional and societal troubles compared to girls (3,590 or 6.2%). This data was based on children aged 4 - 18 and indicates a significant gender disparity in BESD, with boys being seven times more likely to have these difficulties. Another study by Brown and Schoon (2010:167-168) focused on the behavior of 7-year-old children and found that approximately double the proportion of boys (10%) showed serious behavior problems compared to girls (5%). Although these two research studies are separate, they highlight a notable difference between gender and behavior.

The DfE Special Needs Analysis (2010: 18) states that in primary school, 12% of statemented children and in secondary school, 18% of children had BESD. The report also highlights that behavior, emotional and social troubles were the most prevalent type of demand for students aged 11-15 years. Another interesting finding from the same report (2010: 6) suggests that statemented children with BESD were more likely to be eligible for free school meals. Hence, it is worth considering whether environmental factors like socioeconomic class impact children's behavior. Washbrook (2010:1) discusses a potential link between social class and behavior issues among deprived children before starting school, which remains consistent between ages 3 and 7. Additionally, research indicates Afro-Caribbean children are most commonly associated with BESD.

According to Brown and Schoon (2010: 168), a significant proportion of Black Caribbean children exhibited serious behavioral problems and high scores. The DfE Special Needs Analysis (2010: 20) also found similar results, indicating that students of Black and mixed race backgrounds were more likely

to experience difficulties in behavior, emotion, and social interactions. It is important to note that this data specifically focuses on children who receive additional support through the School Action Plus program, as well as other external sources of assistance. This does not mean that only children in the School Action Plus program have Behavioral, Emotional, and Social Difficulties (BESD). There are many other mainstream school children who have BESD but have not yet been assessed or included in published research statistics.

However, after conducting research on the published information, the most common factors associated with BESD are:

• Male gender
• Afro-Caribbean ethnicity
• Low socioeconomic status

It is important to note that there may be other non-statemented children who have BESD in schools but are not included in the statistical data. It is crucial to emphasize that stereotyping a child's special education needs should be avoided. Just because they do not fit the common factors mentioned above does not mean they do not have BESD, and similarly, a child who meets all these criteria may still not have BESD.

Disadvantages and Advantages of Mainstream Schooling

There are different opinions regarding whether children with BESD should receive education in mainstream classrooms. Some believe it benefits the child with BESD, while others argue that it disadvantages other students as it may disrupt their learning. Sommefeldt (2006: 96) conducted research on teachers' perspectives on including children with BESD.

One example of a negative aspect and detailed inclusion was expressed as "Damaging to all - both those with demands (deficiency of specialised / person aid and attending) and those without (left to get by entirely with the course of study because the instructors

attending is focused on [particular] demands)." It can be understood from this statement that having a child with BESD in the classroom requires a significant amount of the teachers' time, and their attention will be focused on one specific child for a significant amount of time. According to Evans (2007: 56), there is also concern about the negative impact on the learning of other students in the class. With teachers' time and attention being focused on a child with BESD, it is possible that the other children may be left to manage on their own or continue working despite potential distractions, both of which could have detrimental effects on their education. East and Evans (2006: 15) discuss the difficulty for teachers in managing both an entire class and a child with BESD when they state, "Children considered to have behavioral, emotional, and social difficulties often present a far greater challenge than students with other types of special needs."

"This quotation mark reiterates what has been previously mentioned concerning the complexity of BESD and how it presents a unique educational demand that can be very challenging for a teacher to manage. This is due to the uncertainty of how a child with BESD will behave or respond in the classroom. Focusing on the potential impact of mainstream education on a child with BESD, some believe that these students may not receive the specialized, small group support they require to succeed in school. According to OFSTED (2006: 3) in their key findings, one important reason why some students with BESD struggle in mainstream schools is that those who rely solely on support from teaching assistants are less likely

to make significant academic progress compared to those who have access to specialist education within those schools. It is inevitable that throughout the day, teachers will rely on teaching assistants to support the learning of certain children, especially when dealing with a child with BESD."

However, Teaching Assistants (TA's) are unqualified instructors, so some argue that they do not provide children with behavioral troubles enough instruction and learning support for them to succeed. The occasional overuse of TA's to support children with BESD is mentioned by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research. They state that "There is something self-contradictory about the least qualified staff in schools being left to teach the most educationally destitute students." This could be one reason why some parents choose to send their children to special schools, as they believe their child will receive the best support for their development. Clearly, there are drawbacks to including a child with BESD in mainstream education, both for the child and their peers. However, it cannot be denied that there are also many positives that result from including children with BESD in the mainstream classroom. Sommefeldt's research (2006: 96) does not only focus on the negatives of mainstream inclusion.

The advantages of mainstream instruction for children with BESD are highlighted in the text. One educator shares their viewpoint, stating "It is my belief that all students should have equal opportunity to access the mainstream curriculum." While children with BESD can receive education in specialized schools, they also have the right to be educated in mainstream classrooms. As previously mentioned, there are some who advocate for these children to be taught in

specialized schools.

Despite their emotional and behavioral difficulties, these children may still possess educational ability and could benefit from learning with other children of similar ability. Fogell and Long (1997: 85) raise concerns about the potential negative impact of placing a child with BESD in a special school, as they question "the possible impact of placing a child with emotional and behavioral troubles alongside a number of other children with exactly the same troubles." This highlights two advantages of mainstream schools: one from an educational ability perspective and the other from a social perspective. In a mainstream classroom, children with BESD can interact with peers who do not have special educational needs and who serve as positive behavioral models that can be observed on a daily basis by children with BESD. In special schools, children with BESD typically interact with others who have similar difficulties, therefore lacking the positive peer behavior models that a mainstream classroom can offer.

Including kids with BESD in mainstream schoolrooms benefits both the children with special educational needs and their peers. One advantage is that it allows "normal" kids the opportunity to interact with and understand those with specific educational needs. This helps them develop understanding, compassion, and tolerance for individuals they may not have otherwise encountered outside of the classroom. Khalsa and Miyake (2005: 8) highlight the importance of teaching children about differences and learning alongside those with special educational needs, as it fosters empathy and creates an educational environment that supports diversity. While there are pros and cons to mainstream inclusion, if a child with BESD attends a mainstream school, it is crucial for the school to ensure they can

thrive in a happy and inclusive environment.

A School's Role
Mainstream schools that provide classroom spots for children with special needs, particularly those with BESD, need to understand and demonstrate the concept of inclusion in their operations. Instead of trying to change the children with special educational needs, schools should focus on making the school inclusive for all students. According to McLeskey and Waldron (2000: 40), inclusive school programs should prioritize providing a better education for all students. In order for children with BESD to succeed in mainstream classrooms, schools must consider several factors, including the Individualized Education Program (IEP), teacher support and training, personalized learning, and Every Child Matters (ECM). A child with special educational needs should have an IEP that outlines the support they will receive for that specific academic year.

Schools need to establish support systems to ensure that parents and teachers are aware of the assistance available to children with special educational needs. This support could involve one-on-one sessions with special teachers or personalized support within the classroom. It is essential that all staff working with these children have access to their Individual Education Plan (IEP) so they can understand the strategies and support in place, allowing them to provide effective instruction and consistency for the child. Wilmshurst and Brue (2010: 211) emphasize the importance of an IEP, stating, "The IEP specifies the types, frequency, and duration of services, as well as the setting in which they will be provided, all of which are vital information for service providers." Schools must therefore recognize the significance of IEPs and make personalized plans for each child with special educational needs to help them reach their full

potential. However, the creation of IEPs requires a considerable time commitment, as Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, "Unfortunately, many professionals find data collection, and all that it entails, daunting."

Informations aggregation in our busy universe involves paper-work, analysis, and reading, all of which consume a lot of time. However, if schools want to effectively include and teach kids with SEN in the classroom, they need to approach this process slowly, concisely, and professionally. Schools must ensure that teachers receive support so they can effectively include and educate kids with BESD in the mainstream classroom. According to the White Paper (2010:32), only about half of teachers believed that appropriate support was available in their school for managing student behavior. This, along with other studies, recognizes and emphasizes the importance of providing teachers with additional training to ensure they understand different behaviors and have the ability to handle them in the classroom environment. One form of support offered to teachers could be training and insets that provide them with a greater understanding of strategies that can be implemented in the classroom to address children with BESD.

OFSTED (2005: 12) emphasized the significance of staff apprehension and the crucial role of regular preparation in connecting classroom practice to an understanding of children's social and emotional development for effective behavior management. Schools may provide instructors with additional support by facilitating communication between them and instructors from special schools who possess firsthand experience in teaching children with BESD. These specialized instructors can offer valuable advice, share strategies, and ensure that the inclusion of a child with BESD in the classroom is both positive and effective for their learning. Senco Penny Rice

(2006) visited a special school to observe BESD management strategies and gather advice from instructors. She intended to implement these strategies in the relevant classrooms at her own school. Specifically, she found the experience useful for her own personal practice and exciting as she witnessed behavior transformations and increased confidence among the children within just one day. These positive outcomes are highly important.

Schools should provide all staff, especially their SENCOs, with the opportunity to improve their understanding of BESD and stay updated with current support programs. This is important because teachers rely on their SENCO for support and guidance when dealing with BESD students in the classroom. Various programs can be utilized to assist students with BESD in their learning. One effective strategy is to ensure that these students are assigned work and tasks that are achievable, so they can stay focused instead of becoming distracted by challenging or confusing material. Additionally, it is crucial to implement positive reinforcement and rewards for good behavior, rather than simply reinforcing negative behavior.

The way a child is rewarded depends on the child and their response to rewards. According to Howarth and Fisher (2005: 42), rewards can vary, with some children preferring individualized reward systems and others responding better to class and school-based systems. The important thing to remember is that rewards support and enhance student learning. An effective scheme that could be beneficial is a target behavior chart.

Teachers have the option to label students with BESD marks. If these students successfully achieve the specified marks, they may be rewarded with wages. However, it is important for the student to be capable of accomplishing these marks. Otherwise, they may

become upset if they have attempted and failed to achieve them. A visual chart can be provided to the student, allowing them to see their achievements and feel a sense of pride. Another strategy for managing the behavior of a student with BESD is to implement a time-out system.

This method gives the instructor control over the situation and allows the child time to reflect on their behavior and think about how to prevent it from happening again. According to Rogers (2003: 106), many teachers have in-class time-out options for students who misbehave, giving them a chance to cool off and think about their actions. By providing these opportunities for reflection, it reduces the intensity of the situations and allows for a fresh start once they understand what they did wrong. The primary goal of any school should be to help children develop, learn, and succeed. Children with special educational needs, including those with BESD, may require personalized learning so they can focus on areas of the curriculum they struggle with.

This will enable them to learn more effectively, rather than being exposed to learning materials that they find difficult to access and comprehend. Cheminais ( 2007: 71 ) supports this idea when she emphasizes the importance of "providing individualized services and tailored instruction, to ensure that every child and young person, regardless of their background, reaches their full potential and experiences improved opportunities in life." Schools need to remember that every child in their school matters, even though some children may present more challenges than others. The government has issued a document stating that every child has the right to a safe and effective education. "Every

Child Matters aims to improve the life opportunities of all young people, from birth to 19, by reducing inequalities and assisting them in achieving better outcomes."

( Cheminais, 2010: 3 ) If schools keep this in mind, then all children, not just those with special educational needs, will have a well-rounded, happy education. Schools face various challenges when including children with behavioral, emotional, and social difficulties. However, if they remain faithful to their beliefs, implement strategies, support teachers, and collaborate with external assistance, the inclusion of these children can be successful.

Decision

It is difficult to reach a consensus on whether children with BESD should be taught in mainstream classrooms due to the different perspectives found in research. Some argue that children with BESD should be taught in special schools to receive specialized support and avoid disrupting the learning of other students in the classroom.

There are differing views regarding the inclusion of a child with BESD in the classroom. Some believe that it would overwhelm and burden the teacher, while also negatively impacting other students' education. However, there are individuals who hold a different perspective.