Inclusion in International Education Agenda
Discuss about the Inclusion Is Priority Of International Education.
Inclusion is the priority of international education agenda. It is the practice of having the education of most of the children in just a solidity classroom. It includes the children with intellectual, physical and emotional disabilities. The mean of the inclusion will vary from a country to another based on learning procedures of the Singapore. Over about 9 over 10 in Singapore have developed the sector for special needs children just a small fraction in Singapore think that Singapore as an inclusive society. The finds which were commissioned by Lied team foundation gives the analysis of 11% of the professionals to have polled perceive in regard to the Singapore just as an inclusive society (Levitas, 2015). It is well traced from the year 1994 in which 92 countries as well as 25 international organization had an agreement and signed up Salamanca form of the statement on principles, practices, and policy focusing on the special needs education. Drawing the information from the UNESCO branch in Singapore, the agreement pledged diversity recognition and adoption of inclusive children education. This agreement had advocated for the mainstream in most of the schools (Ronen, 2007). It was one of the best ways for creating a welcoming type of the community, encouraging the discrimination, coming up with the inclusive community and achievement for all education needs. In about 15 to 20 years, there has been a worldwide embrace of the children with special needs. The western countries such as Australia and Singapore have given the leadership strategies for the dealing with the matters concerning the children with special needs (Tan, Nonis & Chow, 2011). In this case, they have shown a great step in shaping the inclusion, defining the features of integrity and substantial mainstreams.
The recent news shows that the survey done in Singapore shows that the Singaporean remains being uncomfortable for interacting with the people with special needs. In changing their mind sets, there need for the opportunities of interaction. The Singapore government has done so much in ensuring that disabled in the decade past are given more of the funds and free services for the therapy practices to reduce this notion in Singapore. In the recent news, the expert has given the information that 5% to about 6% of the Singapore children have some development problems. The 2006 news articles show that more of the children in Singapore are diagnosed with mild conditions which extend to the mainstreams of the schools. In the year 2007, Singapore had about 13,000 students which cover about 2.7% in the school population with special needs. In nowadays is not a crime to have a child seated next to another child with disabilities in Singapore. In fact there is a fear that the number of the disabled children number is about to rise.
State of Inclusive Education in Singapore: Challenges and Progress
In my opinion, I suggest that Singapore is totally supporting the idea of the inclusive form of education. 71% of the Singapore support the inclusive education and have a belief that it will bring out benefits not less than 69% of the special needs children. Some people equivalent to half is very comfortable when their children seat and share the same class with other children with special needs. In fact, most of the people in the country are very happy that their children have mutual interaction with the other children with special needs. It has been seen that about a quarter of the parents in Singapore have polled very comfortable that some of their children have friends with special needs. About 10% say that they are very certain that their children have an interaction with the children with special needs (Woolfson & Brady, 2009). This is kind of accepting the inclusive method of learning in the country. Following the study which was conducted by the Black box team of researchers, about the a third of the respondent in the Singapore feel that their country is inclusive society and the half of the resident have the belief that there is need for the new laws imposed for the protection of the children who are having the special needs (Guthrie & Waldeck, 2008). In the current time, there are about 26, 000 children who have been diagnosed with a need for developmental for the EPIC program since the study shows that about 70% of the children are not able to have an enrollment to the preschool program (Wilde & Avramidis, 2011).
There are some issues which are faced by SPED in Singapore. First of all, Singapore has to deal with some challenges which are involving management of the child with emotional needs. In Singapore, the parents are advised to have the same dynamic move regarding the children in need. In my focus I will give the comparison of Singapore and Australia stand to the children with special needs. Just like Singapore system, the Australia use inclusive approach for the education of children with special needs. The children attend a general school in any circumstances possible (Yeo et al, 2011). The education system in both countries is enforced by the law to make sure that it meets the needs of all children regardless of capability status of the child (Wong, 2014). The children with special education are educated in the same basis with just other normal children. Just like in Singapore, Australia has employed a system in which children with special needs have regular classrooms which could be modified to fit some required standards. The both countries have employed the idea of additional teaching staff for the extra help for the children with special needs (Florian & McLaughlin, 2008). There are some differences in two countries contrary to some similarities in regard to their approach to SPED (Lim, 2009). In Australia, there are special small classes which are constructed within the regular school for the purpose having a separate training of the children. In Singapore, children share the same class with the other children with special needs. Another different comes in the placement of the children with special needs in both countries. In Australia, the enrollment is done through consultation (Yeo eta l, 2016). The parents having the children with special needs are supposed to contact the principal of the school for the school they need their children to attend. The school is then getting consultant from the children to see their needs. This is done for the assessment and has some changes and adjustments if possible. In Singapore, it is very different; there is no need for much of the consultations by the principal or senior teacher. The child is admitted just like other students in the school (Walker & Musti-Rao, 2016). The fact that the child is able to fit in the class, there is no need for much of the consultations for the chances and capacity in the school.
Comparison of Inclusive Education System in Singapore and Australia
First, the prime minister in Singapore Lee Hsien has encouraged people to have a place in their heart for the special needs and take them just like other children. The prime minister is encouraging the decrease of learning system where some children are restricted and encourages the inclusive form of learning to the children with special needs and able ones (Warnock, 2015). Second, there is the implementation of the more open form conscience mainstream type of the system in which children with special needs are brought near other students for mutual learning in the same class. Thirdly, there are six recommendations which are imposed for the favor of children with special need and driving force to the inclusive system given below;
- Singapore MOE takes over for both special education and early intervention
- Purposeful assimilation of the students in Singapore having special needs to the dual education system.
- Having a better teaching staff and school in Singapore for the inclusive system.
- Increasing support for the services which are supportive such as sports and volunteer organization in Singapore.
- Improving the way of delivering the education in Singapore.
- The intentional focus on planning management to have inclusive approach well maintained in the school in Singapore.
Inclusive approach has given the children with special needs feel treated in an equal way like just a normal child. This approach has gone to an extent of helping children realize their capabilities through sharing their ideas with other students in the same class (Andrews, 2015). They have been the inability to interact with other normal students and even got to a level of forgetting whether they are in special need. The inclusive approach has helped so much in controlling and helping the students with emotional needs. Inclusion has given the kids with exceptional requirements feel treated in level with a way like only a typical tyke. This approach has gone to a degree of helping students understand their capacities through offering their plans to different understudies in a similar class (Thomazet, 2009). They have been incapacity to communicate with other ordinary understudies and even got to a level of overlooking whether they are in unique need.
In my point of view, inclusive approach is very much important in Singapore. It is feasible and important to be in the education system of Singapore. Inclusion brings students together regardless of the state be if they have special needs or not. In making sure that they have mutual interaction with other students in their classrooms, it becomes very easy for them realize their capacity to make it in their education. Actually it becomes very easy for them to be position realizing their very important in the society. I am convinced that through this approach, many of the children with special needs will do better than even the normal students. It is possible that some of these students just have low self esteem simply because they feel separated the rest of the other students. I am convinced that inclusion approach has helped such a great amount in controlling and helping the students with passionate requirements. Through having all understudies in a similar class, Singapore students with unique needs have understood their objectives. It is through this approach the greater part of the understudies feel some portion of the network and school.
Opportunities and Recommendations for Enhancing Inclusive Education in Singapore
Conclusion
In this analysis, the greater part of the students with special needs attention has proceeded to substantiate them that they can improve the situation simply like some other understudy in the school. Through having all students in the same class, Singapore children with special needs have realized their goals. It is through this approach that most of the students feel part of the community and school. In this approach, most of the children with special needs have gone ahead to prove themselves that they can do better just like any other student in the school. It is there a good idea to have the inclusion systems in the school where the entire stem have mutual interaction, learn from the same class and have the same teaching teacher in Singapore.
References
Ronen, C. (2007). Issues and debates concerning mainstreaming and inclusion in educational settings. In S. Reitner, Y. Leyser, & D. Avissar (Eds.), Inclusiveness – learners with disabilities in education (pp. 27 – 56). Haifa: “AHVA”
Tan, S. Y. J., Nonis, K. P., & Chow, J. Y. (2011). The balance control of children with and without hearing impairment in Singapore: A case study. The International Journal of Special Education, 26, 260– 275.
Thomazet, S. (2009). From integration to inclusive education: Does changing the terms improve practice? International Journal of Inclusive Education, 13, 553 –563. doi: 10.1080/ 13603110801923476
Warnock, M. (2015). Special educational needs: A new look. London: Philosophy of Education Society of Great Britain.
Wilde, A., & Avramidis, E. (2011). Mixed feelings: Towards a continuum of inclusive pedagogies. Education, 39, 83 – 101. doi: 10.1080/03004270903207115
Wong, D. K. P., (2014). Competing philosophies in the classroom: A challenge to Hong Kong teachers. International Journal of Inclusive Education, 8, 261–279. doi: 10.1080/1360311032000160599
Woolfson, L. M., & Brady, K. (2009). An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties. Educational Psychology, 29, 221–238. doi: 10.1080/01443410802708895
Yeo, L. S., Neihart, M., Tang, H. N., Chong, W. H., & Huan, V. S. (2011). An inclusion initiative in Singapore for preschool children with special needs. Asia Pacific Journal of Education, 31(2), 143-158.
Yeo, L. S., Chong, W. H., Neihart, M. F., & Huan, V. S. (2016). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 36(sup1), 69-83.
Walker, Z., & Musti-Rao, S. (2016). Inclusion in high-achieving Singapore: Challenges of building an inclusive society in policy and practice. Global Education Review, 3(3).
Andrews, R. J. (2015). A Survey of Special Education in Australia: Provisions, Needs and Priorities in the Education of Children with Handicaps and Learning Difficulties.
Lim, L. (2009). Possibilities for an inclusive society in Singapore: Becoming inclusive within. Journal of Policy and Practice in Intellectual Disabilities, 6(2), 83-85.
Guthrie, R., & Waldeck, E. (2008). Disability standards and inclusiveness in education: a review of the Australian landscape. International Journal of Discrimination and the Law, 9(3), 133-162.
Levitas, R. (2015). The inclusive society?:Singapore social exclusion and New Labour. Springer.
Florian, L., & McLaughlin, M. J. (2008). Disability classification in educationin Singapore: Issues and perspectives. Journal articles Corwin Press.
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