Inclusion: a regional perspective Dr. Mahshid Salehi Child & Family Psychologist Director, Dubai Center for Special Needs Member of the American Psychological Association.
Download ReportTranscript Inclusion: a regional perspective Dr. Mahshid Salehi Child & Family Psychologist Director, Dubai Center for Special Needs Member of the American Psychological Association.
Slide 1
Inclusion: a regional perspective
Dr. Mahshid Salehi
Child & Family Psychologist
Director, Dubai Center for Special Needs
Member of the American Psychological Association
Slide 2
What is Inclusion?
Inclusion is a philosophy of Education based on the
belief that every person has the right to fully
participate in society
…Inclusion is a common acceptance of differences
Slide 3
Mainstreaming
The term “mainstreaming” is often times confused with inclusion in
that it also involves providing a child with special needs and
education in a general education classroom
Slide 4
History of Inclusion in the US
Until late 70’s, students with disabilities were typically placed in
segregated school settings
1970 saw researchers, policy makers, parents and educators seek
out to integrate special and general education services
In 1975 the “The education for All Handicapped Children Act”
In 1990, Act was latter named “Individuals with Disabilities
Education Act (IDEA)”
Slide 5
Inclusive Education
The practice of welcoming, valuing, empowering and
supporting diverse academic and social learning among
students of all abilities is called Inclusive Education
Slide 6
Debate on Inclusive education
Advocates of inclusion believe that:
Full inclusion is suitable for all students with disabilities
The same techniques in teaching and level of care that is found in a
segregated school can also be implemented in an ordinary school
setting
All children have the right to learn in an integrated class setting
Children should not be discriminated against by being excluded or
sent away because of their disability
Children show improvement, academically and socially in integrated
settings
All children need an education that will help them develop friendships
and prepare them for life within mainstream society.
Segregation teaches children to be fearful and ignorant. This
approach breeds prejudices
Slide 7
Advantages of Inclusive education
Friendships develop, nondisabled students are more
appreciative of differences.
Students with disabilities are
more motivated.
True acceptance of diversity
ultimately develops within the
school environment and is then
carried into the home, work
place and community.
Slide 8
Disadvantages of Inclusive Education
Children with special needs can have
few opportunities to play sports,
participate in social activities and make
friends
Children with intellectual disabilities
share no interaction with others.
This scenario is counterproductive
and there remains a lack of systematic
evidence on the impact of Inclusion on
children with special needs.
Slide 9
Disadvantages of Inclusive Education
When
inclusion is
not effectively
implemented
research has
shown that it
can be a
lonely world
for those with
disabilities.
Slide 10
Results of various research projects and
studies indicate that…
“Inclusion may not be beneficial for all
students”
Slide 11
The American Federation of Teachers (AFT) in the USA is
one organization which supports the idea that full inclusion is
not suitable for all those with disabilities
Especially for:
Children who are medically fragile
Children with severe behavioral disorders
Children with severe physical disabilities
Slide 12
AFT’s main concerns
Children losing the multi-disciplinary treatment when they are
placed in a regular school
Whether or not the Teachers are qualified to handle the child’s
special needs
The low adult-to-child ratio
Children not receiving proper support to succeed
Slide 13
Inclusion in the UAE
The current trend in the UAE is to encourage
parents and teacher to allow the child to be
mainstreamed or included in to the regular
classrooms. It is believed by some educators that
special needs students will benefit from social
interaction with mainstream students and from
the enriched educational environment
Slide 14
Barriers to Inclusive Education in UAE
1. Resistance to the idea of students with or without disabilities sharing the
same classroom.
Perceptive
Cultural
Emotional
2. In most cases local schools are not staffed adequately to offer education to
students with varying special needs such as
Hearing impairment
Visual Impairment
Physical challenges
Slide 15
Barriers to Inclusive Education in UAE
3. In most cases they need a multidisciplinary approach to teaching ,
functional life skills cannot be addressed in a mainstream setting
4. Architectural barriers prevent children with physical disabilities out
of mainstream schools
Slide 16
Overcoming barriers
The multi-disciplinary services, such as physical,
occupational and speech therapy, must be available
The building must be designed to accommodate students
with physical disabilities (which includes: accessibility
to the classroom, playground and all other facilities on
campus)
Ensure availability of assistive technology and adaptive
toys
Slide 17
Overcoming barriers
The classroom teacher must be properly trained and
believe that the students with disabilities can
succeed
The regular student body should be informed that a
student with special needs will be joining the class
The teachers must be committed to collaborative
practice in education
Policies and procedures must be in place to monitor
the student’s progress and testing
Slide 18
Overcoming barriers
Instructional Methods:
Teachers must have the knowledge and skills to adapt the
curriculum to best suit the individual needs of the student
A variety of instructional methods should be available and utilized
Teachers must promote a cooperative learning environment and
encourage socialization
Slide 19
Inclusion at the workplace
Recent government policy has delivered some significant
improvements in the employment prospects of people with
special needs
Increased awareness and acceptance has changed the mind
set of the people in the community
Slide 20
Awareness and Interaction is key towards
Success!
Slide 21
Employment training for special needs
Slide 22
A Team Built for Success:
Student Training- Employer Support
Slide 23
Goals
Independent Living
Long Term Employment
opportunities
Support for Employers
Slide 24
Inclusion at the workplace
Five recommended areas of Intervention:
1) Providing effective early support and guidance to overcome the
barriers they may face in order to work efficiently
2) Improving the skills and in-work support needed to enhance the
employability of people with special needs
3) Connecting people with challenges with work by making transition to
employment less risky and complicated
4) Engaging employers to improve the attitudes toward people with
disability and their understanding of what it means to employ a
person with special needs
5) Finally, building information networks to bring together and
disseminate important information to people with special needs
and to their employers, family and friends
Slide 25
Parents’ role in inclusion
Parents are their children’s first teacher; therefore, they should be able
to work and communicate with teachers and decide what would be the
best place for their child
One of the most important roles that a parent has, in addition to finding
a right place, is to observe, monitor and support their children’s progress
Slide 26
Successful
Inclusion Model
Slide 27
Together we can make Inclusion a reality!
Inclusion: a regional perspective
Dr. Mahshid Salehi
Child & Family Psychologist
Director, Dubai Center for Special Needs
Member of the American Psychological Association
Slide 2
What is Inclusion?
Inclusion is a philosophy of Education based on the
belief that every person has the right to fully
participate in society
…Inclusion is a common acceptance of differences
Slide 3
Mainstreaming
The term “mainstreaming” is often times confused with inclusion in
that it also involves providing a child with special needs and
education in a general education classroom
Slide 4
History of Inclusion in the US
Until late 70’s, students with disabilities were typically placed in
segregated school settings
1970 saw researchers, policy makers, parents and educators seek
out to integrate special and general education services
In 1975 the “The education for All Handicapped Children Act”
In 1990, Act was latter named “Individuals with Disabilities
Education Act (IDEA)”
Slide 5
Inclusive Education
The practice of welcoming, valuing, empowering and
supporting diverse academic and social learning among
students of all abilities is called Inclusive Education
Slide 6
Debate on Inclusive education
Advocates of inclusion believe that:
Full inclusion is suitable for all students with disabilities
The same techniques in teaching and level of care that is found in a
segregated school can also be implemented in an ordinary school
setting
All children have the right to learn in an integrated class setting
Children should not be discriminated against by being excluded or
sent away because of their disability
Children show improvement, academically and socially in integrated
settings
All children need an education that will help them develop friendships
and prepare them for life within mainstream society.
Segregation teaches children to be fearful and ignorant. This
approach breeds prejudices
Slide 7
Advantages of Inclusive education
Friendships develop, nondisabled students are more
appreciative of differences.
Students with disabilities are
more motivated.
True acceptance of diversity
ultimately develops within the
school environment and is then
carried into the home, work
place and community.
Slide 8
Disadvantages of Inclusive Education
Children with special needs can have
few opportunities to play sports,
participate in social activities and make
friends
Children with intellectual disabilities
share no interaction with others.
This scenario is counterproductive
and there remains a lack of systematic
evidence on the impact of Inclusion on
children with special needs.
Slide 9
Disadvantages of Inclusive Education
When
inclusion is
not effectively
implemented
research has
shown that it
can be a
lonely world
for those with
disabilities.
Slide 10
Results of various research projects and
studies indicate that…
“Inclusion may not be beneficial for all
students”
Slide 11
The American Federation of Teachers (AFT) in the USA is
one organization which supports the idea that full inclusion is
not suitable for all those with disabilities
Especially for:
Children who are medically fragile
Children with severe behavioral disorders
Children with severe physical disabilities
Slide 12
AFT’s main concerns
Children losing the multi-disciplinary treatment when they are
placed in a regular school
Whether or not the Teachers are qualified to handle the child’s
special needs
The low adult-to-child ratio
Children not receiving proper support to succeed
Slide 13
Inclusion in the UAE
The current trend in the UAE is to encourage
parents and teacher to allow the child to be
mainstreamed or included in to the regular
classrooms. It is believed by some educators that
special needs students will benefit from social
interaction with mainstream students and from
the enriched educational environment
Slide 14
Barriers to Inclusive Education in UAE
1. Resistance to the idea of students with or without disabilities sharing the
same classroom.
Perceptive
Cultural
Emotional
2. In most cases local schools are not staffed adequately to offer education to
students with varying special needs such as
Hearing impairment
Visual Impairment
Physical challenges
Slide 15
Barriers to Inclusive Education in UAE
3. In most cases they need a multidisciplinary approach to teaching ,
functional life skills cannot be addressed in a mainstream setting
4. Architectural barriers prevent children with physical disabilities out
of mainstream schools
Slide 16
Overcoming barriers
The multi-disciplinary services, such as physical,
occupational and speech therapy, must be available
The building must be designed to accommodate students
with physical disabilities (which includes: accessibility
to the classroom, playground and all other facilities on
campus)
Ensure availability of assistive technology and adaptive
toys
Slide 17
Overcoming barriers
The classroom teacher must be properly trained and
believe that the students with disabilities can
succeed
The regular student body should be informed that a
student with special needs will be joining the class
The teachers must be committed to collaborative
practice in education
Policies and procedures must be in place to monitor
the student’s progress and testing
Slide 18
Overcoming barriers
Instructional Methods:
Teachers must have the knowledge and skills to adapt the
curriculum to best suit the individual needs of the student
A variety of instructional methods should be available and utilized
Teachers must promote a cooperative learning environment and
encourage socialization
Slide 19
Inclusion at the workplace
Recent government policy has delivered some significant
improvements in the employment prospects of people with
special needs
Increased awareness and acceptance has changed the mind
set of the people in the community
Slide 20
Awareness and Interaction is key towards
Success!
Slide 21
Employment training for special needs
Slide 22
A Team Built for Success:
Student Training- Employer Support
Slide 23
Goals
Independent Living
Long Term Employment
opportunities
Support for Employers
Slide 24
Inclusion at the workplace
Five recommended areas of Intervention:
1) Providing effective early support and guidance to overcome the
barriers they may face in order to work efficiently
2) Improving the skills and in-work support needed to enhance the
employability of people with special needs
3) Connecting people with challenges with work by making transition to
employment less risky and complicated
4) Engaging employers to improve the attitudes toward people with
disability and their understanding of what it means to employ a
person with special needs
5) Finally, building information networks to bring together and
disseminate important information to people with special needs
and to their employers, family and friends
Slide 25
Parents’ role in inclusion
Parents are their children’s first teacher; therefore, they should be able
to work and communicate with teachers and decide what would be the
best place for their child
One of the most important roles that a parent has, in addition to finding
a right place, is to observe, monitor and support their children’s progress
Slide 26
Successful
Inclusion Model
Slide 27
Together we can make Inclusion a reality!