Introduction
Students with severe impairments have often received their education in solitary environments with little to no interaction with peers without disabilities. Despite modest progress, most students with severe impairments are still enrolled in separate schools or institutions (Asbury et al., 2021). Despite a substantial amount of data showing the advantages of inclusive education for children with severe impairments, this educational strategy is still being used. According to research, inclusive environments can help students with severe impairments gain academic, communicative, social, and self-determination skills. Raising learning standards for all students can be accomplished by integrating disabled students into normal educational settings.
Due to limited institutional improvements in schools, little progress has been made in integrating children with severe impairments into the full spectrum of general education programs. The focus has turned away from where the student receives their educational program and what and how the student is taught, which is the most notable aspect of modern attempts to increase inclusion and access to the general education curriculum (Smith, 2021). Today, considering a student’s presence in a general education classroom while focusing on the caliber of instruction given is the least risky assumption when working with pupils with severe impairments (Ainscow, 2020). For children with severe impairments, placement in a general education classroom does not automatically result in better outcomes; adequate learning and engagement assistance must also be offered.
Importance of Special Education
Since it enables children with special needs to enjoy a variety of rights that were previously unavailable, special education is significant. Education includes activities outside of the classroom where children should have equal chances. Sport is a significant component of education and a good way to make everyone feel included and appreciated. For this reason, regardless of their limitations, all students participate fully in this area of the curriculum (DeMatthews et al., 2021).
The same holds for all other extracurriculars at school, including music and theatrical organizations. In this approach, the school promotes acceptance while teaching tolerance and acceptance of diversity in others (Ainscow, 2020). High-quality, thoughtful schooling positively impacts the psychological development of a child with impairments. Regardless of the transgressions, the kid will not be isolated and alienated with the proper treatment and will instead have a complete social life. Others will embrace them as equal community members if they have a greater grasp of their impairment.
Today, many K–12 schools use a variety of support strategies for children with severe impairments, allowing them to integrate into regular settings and activities successfully. Practitioners will profit by locating and utilizing effective assistance, such as incorporating one-on-one support and services into ongoing projects and teamwork (Smith, 2021). However, in large group learning, the students in these observations participate in several passive tasks, presumably typical of many classrooms. Teachers can diversify their lesson plans to incorporate more active learning tactics, such as cooperative study groups, to guarantee that all students are more engaged.
Different approaches are used to teach the same information in differentiated education, a modified version of the fundamental educational program. The information is analyzed according to the needs of the students and the challenges that the kids must face to learn successfully because of differentiation (DeMatthews et al., 2021). Despite certain differences, they cover the same topic throughout their studies. Thus, for instance, possible reading or writing issues will be addressed through oral exams (Asbury et al., 2021). In this view, special education should be a fundamental component of the general education curriculum, and instructors should be prepared to operate in inclusive classrooms.
Positive Impact on Students with Disabilities
One key trait of inclusive schools is the utilization of entire class support. Key personnel like paraeducators, co-founders, and other staff who are readily accessible to serve all students, including those with severe impairments, will be helpful to schools looking to embrace inclusive practices (Smith, 2021). Additionally, using UDL and visuals in an inclusive setting is advantageous to all learners. All students can easily access classroom support through inclusive education, which enhances their potential and future development.
Kids with a learning disability can be assigned to an Individualized Education Plan (IEP) created to match their unique requirements. As a result, depending on the recognized handicap, the school produces an educational plan that they must apply. A group of educators, experts (such as special education instructors), and family members collaborate to create the IEP (DeMatthews et al., 2021).
Parents play a crucial part in this process since they know their children the best and can offer a wealth of useful information. The objective is to give youngsters the assistance they require to develop their careers and obtain a top-notch education (Smith, 2021). Many children with special needs attain outcomes that are on par with those of typical students because of the IEP.
In addition to providing classroom help, instructors may be better equipped to address each student’s unique requirements by integrating personalized support broadly across the classroom. Schools can pinpoint assistance strategies for specific children as they work to build inclusive practices. Using embedded learning is one method to help them achieve the many IEP goals in a welcoming setting (Ainscow, 2020). To implement inclusive education, practitioners can use this strategy to find organic and complementary chances to learn about IEP objectives and services. A variety of alternatives, as well as group and partnership work in classroom activities, can further improve both the decision-making process and the encouragement of friendship (Ainscow, 2020). In turn, it can aid children with severe impairments and foster a good environment.
Collaboration tactics are clear in this situation and may be applied to improve inclusive behaviors. Working with field personnel, such as community employees, who offer services and specialized training, is crucial to mainstreaming pupils with severe impairments in some schools (Kart & Kart, 2021). At the start of the school period, key members of an inclusive school may meet with traveling employees to explain inclusive policies, offer specialized support measures, and share information (Ainscow, 2020). For instance, how to conduct direct and collaborative treatment in an inclusive context, where to keep resources, and when to arrange direct sessions. As a result, instructors’ interest in working together can benefit students with impairments in the classroom and their inclusion in regular education.
Most extracurricular activities and educational activities have been designed to broaden children’s interests, foster inclusivity, and create contexts in which children may engage in critical thinking. Children can participate in various activities and be encouraged to benefit from an ongoing process of learning (Kart & Kart, 2021). In addition to technical programming, which should only be used for administrative and pedagogical purposes, it is also a question of mindset.
Advantages of an Inclusive Environment
Students with impairments, as do their peers and the wider public, benefit from being included. This helps give students with and without disabilities a chance to explore the fascinating world of the classroom while learning about the distinctions between human families from their professors (DeMatthews et al., 2021). This variety helps the many pupils feel more connected to one another. The inclusion of students with impairments in various settings contributes to ensuring equitable opportunities for all students. Students of diverse talents and temperaments congregate in the classroom (DeMatthews et al., 2021). Thus, exceptional pupils in the classroom foster an environment favorable for learning and growth. Children without impairments are also given a feeling of knowing that each pupil is a unique individual with special skills. Additionally, it aids the teacher in recognizing each student’s unique skills.
Additionally, the presence of students with severe disabilities enables non-disabled pupils to comprehend the value of respecting social diversity. This fosters an environment where students with disabilities can feel comfortable by teaching pupils to respect others’ differences and limits (Kart & Kart, 2021). The way that special pupils are handled makes them feel like members of the community. The government provides certain compensation to disabled students, but nothing in the way of psychological or physical support (DeMatthews et al., 2021). It is a wonderful chance for regular students to build empathy for special students, giving them a greater understanding of what they experience daily when special children learn alongside regular children.
Pupils with special needs have the chance to be welcomed into society, which helps them become more independent and joyful because they are surrounded by people who understand their requirements and who assist them at every turn. This process is extremely important for society as a whole. From this perspective, teachers’ preparedness is crucial because it broadens children’s worldviews, enhances their surroundings, and promotes healthy social and cognitive development (Kart & Kart, 2021).
The aim of the teacher’s role in dealing with this task is to bring positive outcomes to the process. They ensure that integration works best in an environment involving children with special needs and their classmates. Beyond the practice that the school chose to address the requirements of the students, continuity, involvement, and an enlarged sense of integration were essential components.
Conclusion
The crucial goal of special education is to give children with disabilities a chance to grow and engage in learning that will enhance their quality of life. This can be done with the support of governments and institutions that offer free, worthwhile education. As a result, with the aid of specialized teachers and advanced classes, students learn information in accordance with their requirements and talents.
Including impaired students in regular classes is a perspective way to introduce them to the enormous diversity of the human race. When the students are younger, they could be more open to this strategy. However, working with such a broad set of pupils is a valuable learning experience for students and teachers. Therefore, doing such a thing will improve and make learning at school and real life more realistic.
References
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. Web.
Asbury, K., Fox, L., Deniz, E., Code, A., & To see b, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772-1780. Web.
DeMatthews, D. E., Serafini, A., & Watson, T. N. (2021). Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change. Educational Administration Quarterly, 57(1), 3–48. Web.
Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences, 11(1), 16. Web.
Smith, C. (2021). Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167–173. Web.