Inclusion of children with SEND in a mainstream classroom (Research Paper Sample)

INCLUSION OF CHILDREN WITH SEND IN A MAINSTREAM CLASSROOM Student’s Name Name of Institution The Name of the Course Professor’s Name University Date Since the idea of inclusive education has gained momentum, there has been a widespread call for the inclusion of children with Special Educational Needs and Disabilities (SEND) into the mainstream classroom. Mainstreaming, in an educational setting, is the practice of placing students with special education needs in a general education classroom during specific periods based on their skills. Moreover, educationalists have had debates on whether inclusion has any positive impact on the general life of children. These impacts have been affirmed through research, which shows that embracing inclusive education promotes the achievement of academic goals, together with the understanding of individual differences that promotes harmony in a diverse society. However, this can only be made possible by supporting teachers through the implementation of inclusive pedagogy. Thus, this paper sightsees how teachers can be supported through the use of inclusive pedagogical approaches to meet the requirements of students with special educational needs and disabilities. The ongoing discussion concerning the inclusion of children with special educational needs and disabilities (SEND) in mainstream education is based on the enactment of appropriate pedagogies and classroom relationships and how these contribute to an inclusive learning environment. Rogers-Adkinson and Fridley (2016, p.78) suggest that adopting learner-centred pedagogies will enable teachers to cater for the psychological, social and educational needs of the learners. They will have an easy time having a clear understanding of all pupils and maintaining a proper balance of the attention that each pupil requires since special needs students require a more significant amount of time with the teacher.  Besides, inclusion into the mainstream classroom has proved to be academically effective and has resulted in higher academic achievement. Brennan et al. (2019, p.13), support this by asserting that the graduation rates of students with disabilities have remarkably risen over the last few years after inclusion was embraced in schools. Also, In comparison to permanent placement in a special education class, SEND learners in the regular classroom displayed more confidence and exposed qualities of higher self-esteem. They are believed to be equal to their peers and actively engaged in social interactions outside the classroom. Its inclusion in the mainstream classroom is not only beneficial for pupils with special needs but also aids their mainstream peers. It is beneficial, especially since it enables all pupils to be mindful of the needs and requirements of those around them. It also enables all pupils to make friends with other children regardless of their physical and cognitive abilities, together with their various backgrounds (Briggs, 2019, p. 88). On the other hand, the candid inclusion of children with SEND in a mainstream classroom is often affected by challenges and hurdles that exist within the education system. Physical barriers, such as a lack of proper facilities to accommodate students with special needs and inadequate funds for the provision of learning aids hinders the achievement of the goals of inclusive education (Sarton and Smith, 2020, p. 2). In support of this argument, he argues that many people still discriminate against learners with special needs which inhibits the educational process. However, supporting teachers through the implementation of inclusive pedagogy may help solve some of these challenges. These involve the use of learner-centred approaches, encouraging group work, and aligning the curriculum with the needs of SEND learners. By doing so, the teacher will identify individual differences during whole-class teaching and thus avoid stigmatisation. The training of teachers in inclusive pedagogy through induction has a positive i...