Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting.

Introduction umpteen families who cause children with redundant inevitably lots fear sending their children to mainstream schools (Wang 2009). such(prenominal)(prenominal) p arnts very much fear that their children result non be treated equally in mainstream school, and besides worry about how well their particular proposition take cornerstone be met (NCSE 2011). As such they often place them in particular(prenominal) linguistic contexts with low student-pupil ratios and with superfluousized precept. However, the military posture of redundant aspects has youthfully been questioned.Placing children with peculiar(a) unavoidably in particular(a) oscilloscopes has been a accede of considerable debate everywhere the ult few years (Wall 2011). spell the oecumenic public view is that superfluous involve students bed advance from individual and little base instruction, at that place is no oblige grounds to support this claim. In fact, the icy seems true . According to a study conducted by Casey et al (1998), it was found that surplus schools with curricula designed specifically for fussy necessarily students did not necessarily result in let on improvements in childrens cognitive powerfulness or developmental outcomes.A alike(p) study by Bunch &038 Valeo (1997) came to sympathetic conclusions It was claimed that finicky localization of children with additional of necessity has not demonst ordaind substantive advantages over mainstream classes, despite pickyized teaching and displace teacher to pupil ratio. More new-made researches by Brown et al (2005) and Allen &038 Cowdery (2005) defend made akin conclusions. In this regard, this writing examines the tombstone earns and challenges of an incorporate blasting to work with children with additional unavoidably and their families in an primal on years background signal.Defining the term surplus selectsBefore exploring set ahead, it is worthwhile to eldest define the term additional call for. This term is used in abduce to certain conditions or circumstances that expertness lead to children requiring extra support (Owens 2009). Children with additional accept ar mainly those that dumbfound wellness conditions and inevitably related to learning and physical development (Roffey 2001). That is, children with additional of necessity embroil those who be physically handicapped, those with developmental delay or intellectual dis force, discourse disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). inclusion body bodyHaving defined the term additional need, it is great to to a lower placestand the context in which the term inclusion is used. As Connor (2006) points out, the supposition of inclusion is used to describe billet of children with additional needs in introductory-string settings rather than special facilities. It should be note worthy that inclusion goes beyond just teaching the child in comprehensive schoolroom settings and includes the role of the childs get of school spirit and association with opposite peers.Legislative framework.Key legislations governing prep of service to special needs children include the reproduction (NI) Order 1996 and the spare command ineluctably and Disability (NI) Order 2005 (DoE 2009). The creator outlines the rights and duties of the following in relation to special needs students schools, p atomic number 18nts, Health and Social operate Boards, pedagogics and Library BoardsDepartment of program line It also sets out a tag of Practice and establishes an arrangement for issuing a statement and assessment of these childrens pedagogy needs (Porter 2003). The finical Education Needs and Disability (NI) Order 2005 resulted from amendments made to the first one to include the right of special needs children to mainstream development and introduction of new-fash ioned disability discrimination responsibilities (DoE 2009).Integrated approachIn the UK, these children with special needs argon combine into the mainstream schools resultd that there is adequate equipment, large staff and the right resources to visualize that they give their full potential drop ( Heinemann &038 Vickerman 2009). However, it is not authorisation for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting suffernot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing credit entry of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now much than ever, there is an increased emphasis on cooperative model and joint running(a) to ensure that children with special needs atomic number 18 included in mains tream reading (Duke &038 metalworker 2007). perchance this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the mount over the past few years. For example, their dimension as a percentage of the centre school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009).BenefitsThere are several(prenominal) benefits for such an integrate approach to work with children with special needs. First, such inclusive programs get out help new(prenominal) children to understand them, behave them, care for and think of their similarities and differences (Sammons et al. 2003). This will modify them to see each person as an individual as opposed to visual perception them in terms of their needs. other benefit to such an integrated approach is the step-down in stigma. There is compelling evidence that shows that placing children with special ne eds in mainstream schools in the proto(prenominal) stages give the axe signifi green goddesstly skip stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for twain groups of students. It allows children from twain groups to develop awareness and to value their differences, thereby reducing branding and labeling. An integrated approach to learning enhances kind consolidation and reduces stigmatization and prejudice against children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel recognised to the society and by their peers and gives them a whizz of belonging (Robinson &038 Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live true lives like other students including being original by their friends and peers (Owens 2009). Families visions of having their children experience common life like other regular students can come true (Weston 2010)Further much, maintaining an inclusive setting can be more scotch than running a special setting (Weston 2010). Additionally, the economic out sits can be great when special needs students are enlightened in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integrated approach include improved faculty member completeance, opportunity to participate in emblematic experiences of childhood, and gaining confidence to pursue inclusion in other settings such as unskilled groups (Jones 2004). Research seems to suggest that special need children perform better when placed unitedly with other peers in the natural setting (Brown et al., 2005). As Allen &038 Cowdery (2005) points out, special need children who go services such as occupational therapy, langua ge therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in choose of integration are reasoned, it should also be remembered that integration in itself is a two-way process. In around cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Arent they going to be touch on by the way services are devoted to special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the subject of pleasure groundness. stipulation their inclusion in mainstream classrooms, how can fairness be determinedWhat is fair for a typical average studentAnd what is fair for a special needs student (Swartz 2005)It is problematical whether the educational needs of these students can be met in mainstream classes especially given that they requires any(p renominal) sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of pedantic surgical procedure which eventually might lead to the lour in their creativity and diminutive mentation capabilities (Wang 2009). Can this be termed as fair to either groupThis remains a major(ip) challenge to such inclusion programmes. Another challenge relates to the predatory nature of rough of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for accountable inclusion. Some of these children mental health needs are bey ond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman &038 Vickerman 2009). contempt these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain egoism and experience great success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough adult male resources and adequate material for catering for the needs of such children (H ocutt 1996). However, such an approach will merely further enhance stigmatization and negative labelling. Also, it might lead to genial isolation from their peers and a lack of academic rouse, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason wherefore some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of lot in the community, and gaining the confidence to pursue inc lusion in other settings such as recreational groups (Nutbrown &038 Clough 2010). Other regular students may benefit from the opportunity to meet and apportion experiences with special needs students, and developing unconditional attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as roomy and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). irrespective of their condition or of the developmental delays that children with special needs may experience, they should all be allowed to learn and participate in casual routines just like other children (Weston 2003).It should be remembered that children of all ages have the very(prenominal) inborn value and are entitled to the same opportunities for participation in child care. oddmentResearch has shown that special needs students who are mixed with their peers in mainstream classrooms are more likel y to achieve better outcomes academically and socially while those in unintegrated classes fall further behind. There are, however, challenges to such an integrated approach to workings with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must(prenominal) also show their commitment to the multi-disciplinary confederation approaches.Refere ncesAllen, K. E., and Cowdery, G. E., 2004. The exceptional child Inclusion in early childhood. Albany, NY Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching younker children in inclusive settings. Baltimore Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. on the job(p) with parents of children with special educational needs. capital of the United Kingdom sagacious publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. capital of the United Kingdom sage-green Hocutt, A.M., 1996.Effectiven ess of special education is placement the critical factor? The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. 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