Inclusion Versus Specialized Education

Inclusion Versus Specialized Education

Inclusion Versus Specialized Education

Education has been the priority of almost all government bodies throughout the world. Even the United Nations has declared an "agenda what is being advanced in particular by international agencies such as the UNESCO, the World Bank, and the UK's Department for International Development" (Armstrong, Spandagou, and Armstrong, 2009). Eventually, the issue of inclusion has been more of a general debate about education in which the fate of students with special needs is indirectly affected in as far as the proper educational setting is concerned.

As understood, the needs of students with specific learning disabilities, for example, need to be properly assessed and placed in a separate environment where they can function simultaneously with the same group of individuals who have the same SpLD profile as themselves. This can only be achieved is students are learning from special ed schools and not within a more unequal environment in an inclusive system.

Inclusion is basically being promoted as a form of reducing inequalities or discrimination among individuals. It is being promoted by most developed nations and is a struggle among developing nations where education is hardly affordable. As such, inclusion is a vague issue in as far as the abilities of students are concerned. It creates a difficult scenario for both regular and students with special needs because learning abilities differ from one another. Say for example a special ed school would include both regular and students with SpLD in one class.

It can be expected that normal students would tend to excel as compared to students with special needs because they are more advanced in terms of learning abilities. This would lead to a psychological effect to the student with SpLD as he or she would feel that he or she will be left out from the pace of learning. As such, this can create a stressful scenario where various changes in terms of behavior and cognitive reactions can be expected from the student. This is where the disadvantages of inclusion come in.

As stated in the article of Derrick Armstrong, Ilektra Spandagou, and Ann Cheryl Armstrong entitled "One Nation Globalization and Inclusive Education", they discussed that "inclusive education as a late modernity reform project is exemplified in the call for 'education for all' despite of the simplicity of its message and that such is highly contestable... its effectiveness is closely related to managing students by minimizing disruption in regular classrooms and by regulating failure within education systems" (2009). With this in mind, inclusion can be more harmful for both students with special needs and regular students because inequality of attention and teaching approach would not be tailored fit based on their abilities to learn and succeed.

On this basis, inclusion would not be relevant despite of the economic conditions present within a certain society. It is the responsibility of individual governments to allocate specific programs and financial aid to provide special ed schools to students with special needs that can work besides a separate program for students with special needs. Different programs or approaches must be implemented rather than combine two different fields of expertise together because one could not excel if the other have the advantage of a faster learning ability or a more active physical skills. As such, inclusion must be avoided in as far as special education are concerned because only within special ed schools can students with special needs would be given focus so that they can develop properly amidst the pace that they can achieve in the learning process.

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