Assess The Importance Of Inclusion In Schools

Yet other argues that inclusion for all pupils within education is important for many factors. Our experience within the education system is very important for many reasons, it can shape friendships, our self-esteem, our academic achievements as well as integrating each one of us into society as valued citizens however not all pupils have the same experience within the education system. As Farrell (2010, pp.107) explaining that a pupil who is labelled as having a “special education need” automatically boxes that individual into a category and leaves that pupil with a disability oppressed. In regards to being labelled as having a disability McBrayer and Lian (2002, pp.4), labelling identifies individuals or groups according to a category assigned
106) highlights that he idea that inclusion should be a primary aim of schools is not easy to maintain. Rather too many people think that schools ought to be about education. Parents tend to send their children to school to be educated not primarily to be included. The prospect of leaving school, having learned little and developed less but being able to claim to have been included does not appeal to many parents or pupils”. Farrell (2006a, pp. 106) “education is a schools primary purpose, not inclusion”. Moreover, another problem with inclusion within mainstream education was highlighted by Harrower (1999), who stated that “Pupils placed in a regular mainstream class may be isolated from the rest of the class and not truly “integrated” within the group, if they work with a support worker or teaching assistant in one to one sessions for the majority of each day, inclusive placement can yet leave pupils
30), “Humphrey (2002), looked at pupils with dyslexia and explains that’s special units with knowledgeable teachers who understood their difficulties had higher self-esteem than dyslexic children in mainstream classes who still felt their academic performance was viewed negatively by some of their teachers and peers. The dyslexic children in mainstream school generally had markedly lower self-esteem than their non-dyslexic classmates”.
Farrell (2010, pp. 82), “Pupils attending special school often speak very positivity as a government report in England shows. One pupil had commented that “when I moved to the special school I could really do my work; everything was presented in a way I understood”. (DfES 2003, pp.82) Pupils who had moved from mainstream school to special school had many positive comments about the social school. They were friendlier they said that they school “doesn’t get wounded up about the way I behaved” or pupils also reported that they had more