TASK A
LITERATURE REVIEW
Table of Contents
- a) Importance of research in developing learning and teaching opportunities for disabled young people and adults
- b) Ways through which theories of learning inform learning and teaching practice in relation to disables learners
- c) Social model of disability and its impacts on inclusive learning opportunities for disabled young people and adults
- d) Analysing how attitudes to disability, including social, cultural and faith and belief influence learning opportunities for disabled young people and adults
- e) Analysing how inclusive learning has been defined
- f) Importance of inclusive learning for disables learners
- g) Challenges involved in the implementation of a whole organisational approach to inclusive learning
- h) Approaches to communication and language development in inclusive practice in relation to disabled learners
Introduction
Young people, during the progression to adult life, receive more barriers to live independently in contrast to their non-disabled fellows. Since, social inclusion is a prime objective of this contemporary society, gaining similar qualifications and skills have become crucial for disabled individuals. However, examining the employment aspirations of these individuals found that the disabled young personnel is less likely to receive educational qualifications than the abled ones. Their family and financial background, medical condition, low motivation can be some primitive reasons for this. The research by acknowledging the special needs of the disabled young and adult individuals will derive concentric learning and teaching opportunities in its course.
Discussion
a) Importance of research in developing learning and teaching opportunities for disabled young people and adults
Needless to say, one of the prime reasons why disabled individuals used to feel less interested in education in the past is because their special needs were not addressed by the education system properly. However, through the constant evolution of education and educationists, the concept of “inclusive education” is getting widely accepted. Through inclusive education, teachers are trying to meet the special needs of their disabled pupils.
However, in order to maximise the learning potential of disabled students by accommodating them with tailor-made teaching techniques and classroom materials, research is needed. In a classroom environment, many new educational techniques are tested and reshaped (Bunbury, 2020). In-depth research is necessary to extract applicable and fruitful parts of the techniques by eliminating the unscientific elements. Thorough research is also important for the teachers to broaden their understanding, boost their intention for inclusive teaching, and implement the new techniques. Intensive research will help the education system to outline new learning and teaching opportunities for young disabled pupils.
b) Ways through which theories of learning inform learning and teaching practice in relation to disables learners
Theories of learning are entitled to develop links between education and research such that it instructs on how the teaching and learning practices should take place in an institute. Thus, these theories are equally concerned with the learning and teaching practices regarding disabled learners as well. Jean Piaget, in the course of developing Cognitive learning theory, highlighted the approaches that must be encountered in learning and teaching practices (Tourmen, 2016). These are; Assimilation; acquiring knowledge from the external environment, Accommodation; the impact of assimilation on the learner’s mind, conservational; acknowledging the state of the objects even after modification or distortion, Shehma; representing own perceptions. Each of these elements detailed in the Cognitive learning theory is important for disabled learners in their education. Behavioural learning theory, on the other hand, focuses on learner’s psychology. As per the theory, the behavioural response of the learner is a reflection of the environmental factors. These factors work as stimuli. Thus, teachers must produce a positive learning environment for disabled young pupils to encourage positive behavioural responses.
c) Social model of disability and its impacts on inclusive learning opportunities for disabled young people and adults
According to the “Social Model of Disability”, the disabled individuals are not considered as “disabled” due to their impairments such as blindness, hearing issues, or autism, rather they are getting disabled due to society’s inability to account for the special needs of these individuals. Being disabled is a natural spectrum; it is the society that makes these people an exception. For instance, if a person in a wheelchair cannot enter a building, then as per the social model, this is the inability of the society to not include a wheelchair ramp, not the person who is in the wheelchair.
A similar concept is also applicable to the education system. According to the Social Model of Disability, it is the disability of the education system that does not address the disabled students. In order to rectify this, the concept of inclusive learning has been introduced. The Social Model of Disability suggests building an inclusive learning environment and curriculum in the schools that can be easily accessed by disabled learners. By getting influenced by this model, ALFIE (The Alliance for Inclusive Education) has been established in 1990 which is relentlessly working for the inclusion of disabled learners in “mainstream education” (allfie.org.uk, 2020).
d) Analysing how attitudes to disability, including social, cultural, and faith and belief influence learning opportunities for disabled young people and adults
A previously made meta-analysis found that the moral identity of the individuals defines their attitude towards disabled people. Individuals with intellectual issues behave adversely. Moreover, there is an age-old social belief that disabled persons are physically weak and cannot live independently. Many minority cultures even discriminate against disabled individuals due to their physical appearance or how they talk. All these adverse behaviours generated from social and cultural beliefs impact the young disabled students. The attitude they often receive from their classmates or teachers makes them demotivated for education (Szumski et al. 2020). Their motive for education started to disappear out of fear and grief. However, inclusive education offered some alternative results. Studies found that in inclusive classes, students show better attitudes towards their classmates with disabilities. Thus, it offers better learning opportunities to the students.
e) Analysing how inclusive learning has been defined
“Inclusive learning” is defined as the learning process, which is meaningful, applicable, and accessible to all. Inclusive learning in association with the “Social Model of Disability” does not refer to a child disable, rather these children are considered as the “Children with Special needs”, who require extra attention. Thus, inclusive learning focuses on developing educational programs for these disabled children and making these programs an integral part of mainstream education. UNESCO in 1994, stated that all children should learn together, and the inclusive schools must identify the diversified requirements of each student and accommodate them with quality education. In order to implicate this objective, inclusive education constantly asks for the government to offer budgetary priorities to these programs (Hehir et al. 2016). It also associates special training programs for educationists in developing an accessible learning atmosphere for disabled young pupils.
f) Importance of inclusive learning for disables learners
Over the past few years, inclusive learning appeared as an impeccable opportunity for disabled individuals. In many aspects, the concept of “inclusive learning” is important. First; disabled individuals gain motivation through inclusive learning as it allows them to get surrounded by other children who are also differently-abled. By developing their social intentions, inclusive learning makes them believe that they are also a part of the community. It prepares the young disabled individual for a socially engaged adulthood. Second; teachers through inclusive learning work on meeting the individual needs of the learners. This allows them to guide the disabled learners in acknowledging and achieving their goals (Broderick et al. 2005). In many cases, it has been observed that the parents of young disabled students are widely reluctant about their child’s education. Fostering inclusive education encourages these parents to take an active part in their child’s education and schooling. Third; celebrating friendship is an integral part of inclusive learning. By developing strong friendships, non-disabled and impaired individuals learn to respect each other.
g) Challenges involved in the implementation of a whole organisational approach to inclusive learning
The implementation of inclusive learning is affected by a series of issues. Some of the major barriers in inclusive learning are;
Physical barriers: Many schools across the world do not have the basic facilities to accommodate children with special needs. Lack of government’s interest and poor funding are some major reasons for this (grin.com, 2020).
Attitudes: Many individuals still hold the orthodox belief that accommodating disabled students in mainstream education will hinder the learning of non-disabled individuals. Moreover, minority culture mostly thinks that the education process will discriminate against their disabled child. For instance, in India, the average enrolment of students is 90%, while only 5% of them are disabled children.
Teachers: Teachers who are not properly trained and unenthusiastic about teaching students with special needs are the biggest barrier to inclusive learning. Futile training and excessive workload due to lack of staff lead many teaching personnel to show reluctance on applying special teaching approaches for the disabled students (iosrjournals.org, 2015).
Funding: Inclusive learning requires special classroom materials, additional staff, and developed infrastructure which are associated with capital investment. Lack of resources and inadequate funding leads the schools to eliminate many essential parts of inclusive learning.
h) Approaches to communication and language development in inclusive practice in relation to disabled learners
Each student has a different speech, language, and communication (SLC) needs. Over the past few years, many students in the UK afflicted with language impairment came under the roof of SLCN. Young disabled individuals often make language errors like “nake” in place of “snake”. Such speech disorders can create learning difficulties. By acknowledging advice experts, such impairments can be resolved. Disabled individuals often face difficulties in constructing sentences. They find it difficult to order words properly to construct a sentence. Teachers through speaking with clarity, clear pronunciation of “k” or “t”, creating sentences by joining words, listening, and talking can solve such issues (researchgate.net, 2020)
Speech and language errors of the individuals impact the communication fluency as well. Disabled children often face issues in reflecting on their inner thoughts. The communication approaches like using hand gestures, facial expression, or pointing at the thing can help them in communication. Such language and communication approaches are extremely crucial in inclusive education.
Conclusion
Learning should provide accurate knowledge and skill to the individuals that can lead them to live an independent life. Thus, like everyone else, learning and education are important for disabled individuals as well. Based on the above sections, the research summarises that inclusive learning is a basic need of modern society. It not only provides equal learning opportunities to disabled individuals but encourages them to pursue higher studies and good employment as well. Although there are multiple barriers that can impact inclusive learning, through teacher’s support, proper funding, parent’s involvement, and societal engagement, the challenges can be mitigated.
Reference List
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Broderick, A., Mehta-Parekh, H., and Reid, D.K., 2005. Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), pp.194-202. Available at: <https://www.academia.edu/download/33224875/Broderick_Mehta_Reid_Differentiating_Instruction.pdf > [Accessed on: 08:11:2020]
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