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Introduction
The quality of life in children with disability can be marginalizing. Adopting strategies that can meet the learning needs of disabled children in education is challenging, especially for inclusive education, whereby all students are engaged. Inclusive education has been effective in facilitating learning, especially for disabled students. Inclusive education has enabled disabled students from segregated education systems to enjoy equal access.
Identification of the Issue
The critique of the paper is to discuss the ways of ensuring inclusive education and the challenges experienced in supporting the education of disabled children in the general education system by providing supportive evidence, possible solution, and possible courses of action.
Statement of the Position
Inclusivity education is becoming a fundamental way of offering education to disabled and marginalized kids since disability is a common challenge for every race, gender, age, ethnicity, and religion. However, challenges such as lack of adequate facilities, shortage of qualified teachers, inaccessible environments, and discrimination are significant barriers that disabled kids face.
The Body
Inclusive education is based on the belief that all students should have access to the same curriculum and opportunities to learn regardless of their abilities. This approach recognizes that students with disabilities have unique needs and skills and should be provided with the necessary support and accommodations to succeed in the classroom.
Approximately 200 million kids in the world are disabled, whereby 60 of them are unable to receive appropriate education without segregation (Hayes & Bulat, 2017). However, this challenge is experienced in countries with few resources, subject to discrimination and extreme poverty that hinder offering inclusive education. According to the United Nations Childrens Fund (UNICEF), 80 percent of disabled children in developing countries have failed to receive education (Hayes & Bulat, 2017). However, with the emergence of inclusive education, the figures are improving, whereby 50 percent of disabled students receive equal learning opportunities (Hayes & Bulat, 2017). In the recent past, the idea of inclusive education has evolved steadily, whereby needy and disabled kids are receiving equal opportunities and experience with their non-disabled peers (Odongo & Davidson, 2016). Laws are being implemented to incorporate inclusive education in private and public schools. This policy aims to increase education quality and equality among students.
Teachers are tasked with the role of ensuring there is a complete transition and implementation of inclusive policy. However, teachers need to gain adequate experience since most of them are not trained in handling students with special needs (Odongo & Davidson, 2016). Kids with disabilities are mixed with peers in general classrooms, and they do not receive immediate attention from teachers. Research done by Ireri et al. (2020) indicate that teachers could want to train, teach and handle children with disability in their classrooms. However, they do not want to carry out the duty of caring for disabled students. This has caused a severe vagary to disabled students since their academic needs are not fully addressed. A study by Ireri et al. (2020) suggests that 70% of education teachers need to gain essential skills that typically help them handle students with special needs. This effect has been experienced in how disabled students perform academically, in sports, and in other activities.
Education for students with disabilities has been separate and segregated from mainstream education. Research by Wasielewski (2016) shows that 50% of disabled students who enroll in higher degree and post-graduate programs withdraw before completing their programs. Further studies show that 30% of students withdraw immediately after enrolling before attending classes (Wasielewski, 2016). Thus, this creates a wide discrepancy in academic performance between disabled students and students without disabilities. In junior and lower levels, disabled students perform score poor grades. This is contributed by the different challenges that these students pass through. For example, research done by Chad Rose, assistant professor at the University of Missouri College of Education, shows that students bully approximately 31% percent of students with learning disabilities (SLD) without disabilities (Toledo, 2021). Bullying creates negative emotions such as depression, rejection, anxiety, and low self-esteem, resulting in an academic struggle.
To mitigate the challenges, the appropriate course of action and strategies should be adopted in order to obtain a possible solution. According to Grace, teachers and schools must embrace diversity by being creative and flexible to ensure inclusivity in the education system. The education system should be ready to change the currently used rules to create new systems that encourage equity (Toledo, 2021). Schools should offer inclusive teaching strategies like a design for learning that can benefit all students (Ireri et al., 2020). This can be achieved by creating a curriculum accessible to all students, regardless of their ability.
Additionally, teachers and schools should be provided with resources to help them create an inclusive class culture that helps them work effectively with disabled students. There should be cooperation between parents, support staff, and support agencies that provide appropriate support and resources. Schools should consider working with specialists such as therapists to support students critically. Thus, this leads to creating a smooth learning, effective, and inclusive learning environment.
Conclusion
In conclusion, disabled students face different challenges that hinder their learning journey. The escalation of these challenges has caused a severe threat to inclusivity education, whereby disabled students feel segregated and discriminated against by those who are not disabled. This is contributed by teachers who lack the appropriate skills and experience to handle disabled students by giving them the care they want. Lack of resources, bullying, and disengagement contributes significantly to the failure of disabled students in their academic journey. These challenges can be mitigated by adopting strategies as a course of action that could lead to a possible solution. For instance, providing appropriate resources to teachers and students. Through this, all students can be accommodated in the education system without discrimination.
Possible Courses of Action
Different courses of action must be adopted to ensure the right approach is used to influence more disabled students into learning. For instance, developing a clear and comprehensive inclusion policy that outlines the schools commitment to providing an inclusive education for all students, including those with disabilities (Ireri et al., 2020). This policy should include guidelines for accommodations, support services, and inclusive teaching practices. Regular training and professional development opportunities for staff on how to work with students with disabilities should be provided (Ireri et al., 2020). This training should cover accommodations, assistive technology, inclusive teaching strategies, and cultural sensitivity.
Possible Solution
Possible solutions that are achievable in handling the current challenges disabled students pass through should be implemented. For example, regular assessment and evaluation of the progress of disabled students and the effectiveness of the schools inclusion efforts (Hayes & Bulat, 2017). This can be done through student assessments, surveys, and feedback from staff, students, and families. Additionally, regular reviews and updates of the curriculum ensure that it is inclusive and accessible to all students, regardless of their abilities (Ireri et al., 2020). This can include incorporating diverse perspectives and literature and using universal design for learning principles. Creation of inclusive extracurricular activities and sports teams, providing adaptive equipment and alternative methods of participation, as well as training coaches and supervisors to work with disabled athletes (Hayes & Bulat, 2017). Hence, this can create clear pathways to enhance and increase learning for disabled students.
References
Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries. Occasional Paper. RTI Press Publication OP-0043-1707. RTI International. Web.
Ireri, B. R., Kingendo, M., Wangila, E., & Thuranira, S. (2020). Policy strategies for effective implementation of inclusive education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42. Web.
Odongo, G., & Davidson, R. (2016). Examining the attitudes and concerns of the Kenyan teachers toward the inclusion of children with disabilities in the general education classroom: a mixed methods study. International Journal of Special education, 31(2), n2. Web.
Toledo, K. (2021). Challenges girls with disabilities face in the classroom. Girl education. Web.
Wasielewski, L. M. (2016). Academic performance of students with disabilities in higher education: Insights from a Study of One Catholic College. Journal of Catholic Education, 20(1), n1.
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