This report details the role of educational inclusion, individual and general perspectives on inclusion and how the medical and social models have played a great part in the conception and in its application in regards to inclusion in the past and in recent times.
Inclusion has different conception and used in certain terminology that relates to inclusion. It is used in different settings such as in social care and in the educational setting in the society today. In this report I will be focusing on the educational part.
The Encarta English Dictionary defines inclusion as the addition of somebody or something to the rest of a whole. This definition has not specified who is to be included but a person or group being part and accepted by the rest of a whole.
Inclusion have been defined and interpreted by many as just the integration of children with special educational needs (SEN) into mainstream school. According to (Rigby 2000) these kinds of misconception and viewpoints often lead to the misunderstanding and maltreatment in such a way that it creates room for continuous labelling, bulling and rejection by others without SEN.
The term Inclusion according to (The Warnock 1978 Report) was initially used as integration, whereby children with SEN who have been educated in special schools where integrated into mainstream school provided they did not have any effect on adequate use of resources.
The definition of inclusion is actually changing and moving, in the sense that, its concept and dynamism is now broader, people are now beginning to fully understand what it means and what it evolve in the society today. It is not just about people with special needs integrating or having the same capabilities to perform but having equal choices on where is more conducive they choose to live, having equal opportunity to engage in whatever they choose to do and being accepted the way they are (Giangreco 1997).
Social Inclusion/ Social Exclusion
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