Models of Inclusion Lecture Notes

Models of Inclusion Lecture Notes

Overview of Inclusion

Inclusion is defined as a socially constructed concept that is continually influenced by current discourses, cultural factors, policies, and practices. Understandings of inclusion are shaped by diverse beliefs, values, and attitudes, forming ideologies that impact how inclusion is perceived and implemented in educational settings.

Historical Background

  • Middle Ages: During this period, individuals with disabilities were often marginalized. Terms like "idiot cages" and "ships of fools" reflected societal attitudes of the time.

  • 19th and 20th Century: Children with disabilities were frequently hidden from society; education for them was minimal or nonexistent. Institutions were set up primarily for those with sensory, intellectual, and mental health impairments, often relying on charitable funding rather than actual education.

  • Alfred Binet and IQ Testing: In 1905, Alfred Binet developed the first IQ test. He cautioned against using it to label individuals permanently, emphasizing that intelligence is not fixed.

Evolution of Special Education in New Zealand

  • 1970s: The New Zealand government began to take responsibility for funding education for children with disabilities, initially opting for mainstreaming without adequate support, leading to termed “main dumping.”

  • 1980s and 1990s: The rights of children, particularly those with disabilities, began gaining recognition through the UN Convention on the Rights of the Child (UNCROC), paving the way for improved educational provisions and dialogue around diverse needs.

  • Education Act 1989: This act stipulated that all children, including those with special needs, had the right to enroll and receive an education. Subsequently, Special Education 2000 was implemented to enhance equitable access.

Understanding Models of Disability

  • Medical Model: This model views disability as an individual issue, emphasizing what is "wrong" with the child. It suggests that disabilities must be diagnosed and treated, often leading to marginalization in regular educational settings. Barriers remain if the child is viewed as needing to be 'fixed'.

  • Social Model: This model views disabilities within the context of societal structures and supports. It emphasizes that all children have the right to education tailored to their needs, urging educators to consider environmental factors and available resources when addressing learning requirements.

Case Study: Peter's Experience

Peter represents the challenges many children with disabilities face. Owing to systemic barriers, his educational opportunities are severely limited due to a lack of adequate resources and teacher training. This highlights the need for inclusivity in schools, where all children can thrive regardless of their personal challenges.

Paradigm Shift Towards Inclusive Education

  • The transition from a medical to a social model signifies an evolution in how educational systems accommodate diverse learners. Emphasizing adjustment and adaptation within educational contexts rather than solely focusing on the individual child creates a more inclusive environment.

  • Inclusive education necessitates collaboration amongst educators, specialists, parents, and the community to create educational frameworks that accommodate all students. It requires adapting curricula and teaching strategies to ensure every child’s needs are met.

Reflective Questions

  1. How does understanding and implementing the social model of disability alter your view of inclusion?

  2. What steps can be taken to further support inclusion in educational settings for children like Peter?

Conclusion

A shift towards viewing inclusion through the social model lens fosters environments where every child can learn and develop irrespective of their unique challenges. By acknowledging both the child's needs and the barriers presented by educational environments, schools can evolve into truly inclusive spaces that support all learners.

References

  • Mitchell, D. (Ed.). (2005). Contextualising Inclusive Education - Evaluating old and new international perspectives. Routledge.

  • Peters, S. & Reid, K. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education.

  • Aotearoa New Zealand Education Gazette.