PHILOSOPHICAL FOUNDATION OF SPECIAL EDUCATION

Inclusive education is not just a method of learning for those with special needs, it
INTRODUCTION

is necessary for all students. Each individual student is unique in his or her own
way and has the right to learn in a regular classroom setting and it is a teacher’s
duty to accept them and treat them equally amongst their peers. Ideally, all-
inclusive schools would not have special education classroom, schools would be
programmed so all students can learn together and from each other.
OBJECTIVES

When students have completed this chapter, they should be able to:

 Recognize the benefits of having an inclusive education in a school;

 Know the different philosophical views about inclusive education;
 Determine the real essence of inclusive education in the society.

PHILOSOPHY OF INCLUSION

Philosophy provides educators, teachers and curriculum makers with framework for
implementing and evaluating curriculum in schools. It helps in answering what schools
are for, what subjects are important, how students should learn and what materials and
methods should be used. In decision making, philosophy provides the starting point and
will be used for succeeding decision making. Inclusion in education refers to a model
wherein special needs students spend most or all of their time with non-special (general
education) needs. This chapter presents an overview of the different perspective of
inclusive education to assist students recognize and have a better understanding for the
philosophical foundation of inclusive education.
MANITOBA 'S PHILOSOPHY OF INCLUSION
The Public Schools Acts supports Manitoba’s philosophy of inclusion, which states:
Inclusion is a way of thinking and acting that allows every individual to feel accepted,
valued, and safe. An inclusive community consciously evolves to meet the changing
needs of its members. Through recognition and support, an inclusive community provides
meaningful involvement and equal access to the benefits of citizenship. One exciting
framework for making an inclusive environment and facilitating new ways to meet the
needs of today’s diverse student population is universal design. Universal design (UD)
involves planning at the outset for the greatest accessibility and for the widest range of
individuals so that retrofitting or adapting “after the fact” is not necessary. Seven guiding
principles can be used as a framework to support planning and creating universally
accessible learning environments:

equity flexibility simplicity perceptible use

tolerance for error comfort appropriate space

The better the learning environment adheres to the principles, the more universally
designed it is. Universal design is widely accepted as best practice in planning for all
students. There are a number of factors that need to be considered in making an inclusive
environment for students who are D/HH. The information in this resource will be helpful
for teachers, professional staff, and parents* in understanding the following:

The student’s hearing loss

The use of amplification and technology
Deaf culture and identity
The social, developmental, and educational implications of hearing loss
Classroom programming, strategies, and considerations
Agencies, schools, programs, options, and associations that support
D/hh students

A continuum of educational options is available for students who are Deaf and/or
hard of hearing:
Some students may receive educational programming within the context of the
regular classroom in their neighborhood school, supported by a variety of
specialized supports.
Some students may receive educational programming in a specialized
classroom within the local school division.
Some students will receive their educational programming in a specialized
school, such as the Manitoba School for the Deaf. School-Based Teams A
school team, including parents, is established for each student. The school-
based team can include the school administrator, resource teacher, counsellor,
and classroom teacher. Students with a hearing loss may require the support
of additional team members, depending on the students’ individual needs.

The team is important in helping schools develop exemplary practice in inclusion and in
promoting the planning, development, and monitoring of individual education plans
(IEPs) for students in all aspects of their school life. In cases where students require an
IEP, a member of the school-based team is generally designated as the case manager.
The following diagram identifies some of the personnel who may be part of the IEP team.

Collaboration and flexibility among team members is essential

in determining the best possible programming for the
individual student.
Establishing good communication with students, families, and
community service providers will foster the student’s social,
emotional, communicative, and educational development.

PALLISER REGIONAL SCHOOL’S PHILOSOPHY OF INCLUSION

Participation of students with exceptional needs in inclusive settings is based on the

philosophy of equality, sharing, participation and the worth and dignity of individuals. This
philosophy is based on the belief that all children can learn and reach their full potential
given opportunity, effective teaching and appropriate resources.
The Board of Trustees of Palliser Regional Schools supports educating students with
special supports and service needs in their regular classrooms in neighborhood schools
as the first placement option, in consultation with students, parents/guardians and school
staff. Palliser's mandate reflects this philosophy and can be found in Board Policy 5
Planning Cycle, Long Term Strategic Plan. This support for inclusive education is also
reflected in Palliser Administrative Procedure 213.
Palliser Regional Schools agrees that students with exceptional needs must be full
participants in school and society. The regular classroom is viewed as the most enabling
environment for the student with exceptional needs because of the increased opportunity
to participate with same-aged peers without exceptional needs. Inclusion, by definition,
refers not merely to setting, but to specially designed instruction and support for students
with special supports and service needs in regular classrooms and community schools.
Often, meeting the learning needs on either end of the spectrum improves the quality of
education for everyone in the classroom, as well as promoting the awareness and
acceptance of diversity. Determination of the most enabling environment and individual
program planning is a consultative, collaborative process involving the student (when
appropriate), parents, principal, teachers, learning assistants, specialized support service
professionals and community members, as appropriate.

JERRY WEBSTER PHILOSOPHY OF INCLUSION

Jerry Webster has a master's in Special Education, a post-baccalaureate certificate in

Autism, and more than 20 years of classroom experience and according to him inclusion
is both a practice and a basic underpinning of modern educational philosophy. A Practice;
The practice of inclusion in public schools is based on the legal concept of Least
Restrictive Environment (LRE) When Congress passed PL94-142, the Education for All
Handicapped Children Act, it was in response to the findings of the U.S. Supreme Court
in 1971 in PARC (Pennsylvania Association of Retarded Citizens) vs. the Commonwealth
of Pennsylvania. The decision stated that children with handicaps were protected under
the Equal Protection Clause of the 14th Amendment of the U.S. Constitution.

YSGOL MAES HYFRYD, FLINTSHIRE, PHILOSOPHY OF INCLUSION

Ysgol Maes Hyfryd, Flintshire, has a clear philosophy that every student has the right to
have his or her individual needs met. Although pupils have a wide range of special
educational needs, the school took advantage of the amalgamation of three special
schools to develop an inclusion program that offers distinct and appropriate individual
pathways. These pathways enable around half of the pupils to attend mainstream
classes, developing their skills, confidence and independence and to follow accredited
courses.
Description of nature of strategy or activity. The strategy adopted at Ysgol Maes Hyfryd
is to enhance the curriculum experiences of individual students and to focus on the
strengths of each student. This helps students to access, where appropriate, accredited
courses. Although accreditation is an important aspect of the inclusion program, students
also develop their self-esteem, confidence and communication skills during their
placements in mainstream classes.
A significant recent development at Cyswllt has been the amalgamation of the
mainstream additional learning needs base with the Ysgol Maes Hyfryd resource base
under the leadership of the Ysgol Maes Hyfryd teacher. As a result, students are able to
access wider opportunities, staff share and develop their expertise more effectively and
the base is more sustainable.
Monitoring arrangements are critical to the successful outcomes of the inclusion program
These arrangements include detailed pupil observations by support staff and regular
meetings between the coordinators and termly meetings of the senior leadership team as
well as formal annual reviews.
What impact has this work had on provision and learners’ standards?
Each inclusion program is based on the needs of the individual student and the impact
on provision, standards and outcomes is also measured on an individual basis.
The inclusion program has enhanced learning opportunities and improved outcomes for
students.
In particular, students have followed a range of accredited courses in subjects such as
science, art, media and drama. Specific outcomes for pupils include:significant
improvements in attendance with individual examples of improvement from 67% to 98%
and from 68% to 97%; and improved examination results with 4 students in Cyswllt
gaining a total of 20 GCSE passes between them in 2010.
There have been significant improvements in many students’ reading, spelling and
mathematics ages with:
 80% of students increasing their reading age by an average of 11 months;
98% increasing their spelling age by an average of 6.7 months; and
98% increasing their mathematics age by an average of 9.2 months.
In addition, students showed improved confidence and self-esteem and
increased social inclusion, for example through participating in a mainstream
football team and attending other after-school clubs and residential activities.

KIDS TOGETHER, INC. PHILOSOPHY OF INCLUSION

The Merriam Webster Dictionary describes inclusion as the “action or state of including
or of being included within a group or structure”. In reference to education, Kids Together,
Inc. paints a more vivid image with their description. “Inclusion is part of a much larger
picture than just placement in the regular class within school. It is being included in life
and participating using one’s abilities in day-to-day activities as a member of the
community. Inclusion is being a part of what everyone else is, being welcomed and
embraced as a member who belongs. Inclusion can occur in schools, churches,
playgrounds, work and in recreation”. The Bible encourages us treat our
neighbors as we would like to be treated. This can be applied specifically to inclusion
of all students in classrooms. In Phillipians 2:3-4 it says, “Do nothing from selfishness or
conceit, but in humility count others better than yourself. Let each of you look not only
to his own interests, but also to the interests of others.” As a teacher, I will have the
opportunity to influence the culture of my classroom. Kids are very impressionable and it
is important to think carefully about your words and actions when in a position of authority.
I hope to teach my students to be inclusive in the way I treat people, especially in the way
that I treat them. In 1 John 3:18 it says, “Dear children, let us not love with words or tongue
but with actions and in truth”. Inclusion needs to become more than what we say or how
we act. It must become so much a part of our philosophy that it becomes second nature
to us. However, I realize that not all influence will change certain characteristics of my
students. Kids are amazing. They each have unique attributes to bring to the classroom.
I appreciate this aspect of education. Our education system puts 30 students of mixed
cultures, abilities, and interests into a classroom and then wonders why they don’t all act
the same and cooperate. We have bullies and low-test scores because we ask our
students to be people that they are not. As a society, we push students towards
perfection, to be free of flaws. We need to stop this! Our student’s beauty is found in their
differences. Kristen Zechello said it best, "Inclusion enhances self-esteem and promotes
acceptance, understanding, and friendship. Communities in which all children and youth
are included are healthier, more balanced, and beneficial for all members.” We should
start celebrating the things that make our students unique rather than trying to fit them
into a cookie cutter idea we as teachers have dreamed up for them. Lastly, I believe that
the topic of inclusive education is not solely referring to students with learning
disabilities—but rather, any student who is different. "The term, ‘inclusive education’,
widely used in recent times, is usually thought to imply education for students with
perceptible disabilities (hearing/visual impairment, cerebral palsy, intellectual
impairment). This is inaccurate. Inclusive education means a system of education that is
progressive and flexible enough to meet the diverse needs of all students, including those
with disabilities. Inclusion is an ongoing process of school reform that is beneficial to all
students — bright, average, not so bright, and those who have exceptional or special
educational needs." Reena Sen shared this at the Institute of Cerebral Palsy and it
describes my philosophy of inclusion. As a teacher, I’d like to be an advocate for my
students, fighting for their right to learn in a way that makes sense for them. Once we as
teachers begin to provide students with individualized instruction, they will finally get the
inclusion they have always deserved.

ACTIVITY: Essay

As a student of SLSU, you are tasked to create a short essay to briefly discuss
your own philosophy about inclusive education. You can site references and use
the previous discussion as your guide.
REFERENCE

 Open Society Foundation (October 2015). The Value of Inclusive Education.

Retrieved from https://www.opensocietyfoundations.org/explainers/value-
inclusive-education