Accommodating students with disabilities
In my view it is important particularly for special/ inclusive educational settings that an inclusive school must offer possibilities and opportunities for a range of working methods and individual treatment, to ensure that no child is excluded from companionship and participation in a school environment.The philosophy that schools should without question, provide for the needs of all the children in their communities, whatever the level of their ability or disability is a notion put forward by Foreman(2008) for inclusion with education.The ADA Amendments Act amended the definition of disability, broadening it to cover most physical and mental impairments, and the goal is to ensure equal opportunity to participate in or benefit from the SNPs.Section 504, the ADA, and 7 , Section 15b, define a person with a disability as any person who has a physical or mental impairment which substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment.By this I mean, what might work in one locality, may not meet the needs of students in a different locality.Foreman (2008, p.12) advocates that inclusion is a concept that extends well beyond education to society itself.Inclusion is often misunderstood and sometimes resisted by teachers, and is not always fully understood or supported by school administrators.The Individuals with Disabilities Education Act (1997) stipulates that students with disabilities be educated in the least restrictive environment but also requires that districts and regions provide a continuum of placement options (Sindelar et al. As an educator, The Disability Standards for Education 2005 means, I not only have not only a legal obligation but a moral obligation as well to provide a learning environment that is not only inclusive for students with disabilities, but also does not exclude those without a disability (Canberra 2005, p.9).
However there are encouraging signs that things are changing.
This global undertaking in which over ninety countries formally agreed to requires governments, "to adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools unless there are compelling reasons to do otherwise" (UNESCO 1994, P.4).
The inclusion of students with disabilities in general education is one such complex and demanding reform.
Thus an inclusive school is one that is on the move, rather than one that has reached a perfect state (Sindelar et al. Such approaches are congruent with the view that inclusion is essentially about an attempt to embody broad values in a range of contexts (Ainscow, Booth & Dyson, 2006).
Every student is an individual and deserving of a quality education that reflects not only students’ ability but also their personal needs.
This implies the development of rights-based, child-friendly schools.