MODULE 1
SPECIAL NEEDS EDUCATION IN INFORMATION AGE
Table 1.1 Social, economic, and physical barriers to learning for people with SEN Type of the barrier
External
Internal
Social
- Lack of awareness/knowledge and negative attitudes to differences - Inadequate policies and legislation - Inappropriate forms of communication - Inappropriate and inadequate support services and methods of teaching - Inflexible curriculum
- A dependency syndrome - Inferiority complex - A sense of resignation - Feelings of isolation and exclusion from the society
Economic
- Inadequate policies and legislation - Limited finances - Lack of regional coordination in the field of educational policy
- Impossibility to get access to education by the reason of their limited finances
- Inaccessible design of architecture and transport - Inappropriate and inadequate equipment and ICTs - Inappropriate format and methods of training materials delivery
- Substandard and disordered development - Disruption of the learning process caused by the lack or insufficient level of basic body functions and skills - Impossibility of independent development and learning (i.e. without special assistance and curriculum modification) - Psycho-emotional and behavioural features - Poor life experiences
Physical
It is important to recognize that, as a rule, a lot of people with special needs face a combination of barriers.
1.1.6 Ways to Overcome Barriers and Provide Inclusive Education Inclusion is seen to involve the identification
and
minimizing
of
barriers to learning and participation and the maximizing of resources to
There is another point to be made here. A mere inclusion of students with disabilities without support or appropriate education may not be beneficial.4 Waldron (1997) cautioned that a responsible inclusion requires sufficient support and resources. In many instances mainstream institutions face the barriers arisen since students with special needs have been included there.
support learning and participation. Booth et al, 2000 Index for Inclusion
Overcoming of barriers and providing for inclusive education for students with a wide range of special needs – physical, cultural, and educational – should be facilitated to enable them to play appropriate roles in the modern society, thus contributing to future knowledge society.
The process of changing requires financial, human, and intellectual resources. Policy-makers, administrators, and teachers in mainstream settings are primarily in charge of the successful inclusion of students with SEN. Educational environment needs major changes. For them to happen there should be intervention and support at many levels in order to:
• •
provide a legal framework for successful development of inclusive education at national and regional levels; provide the means of access to information which are required to meet special educational needs, including ICTs and assistive technologies; organize the training of teachers and staff in order to instruct them in modern pedagogical methods and ways to use new hardware and software required to enhance the effectiveness of education; modify the curriculum appropriately; raise awareness of teachers, school/institute staff, parents, and peers regarding a change in culture and their attitude toward students with special needs to be educated within the communities;
• • • 4
Marston, 1987-88. 16