INCLUSION EDUCATION FOR CHILDREN WITH DISABILITIES IN THIRD WORLD COUNTRIES

Robinson Idehen

ED265

3/15/2022

Children with disabilities are extremely marginalized and as a result, they end up living on the fringe of society. The dimension of gender and poverty exacerbate this marginalization, making children with disabilities and those who live in poverty more isolated and forgotten people in the world.

Inclusion refers to the full-time placements of children with severe, moderate, and mild disabilities in a regular classroom. The advocates of inclusion in education believe that children with disabilities should be placed in a normal classroom which they would have attended were they born without disabilities; hence there should be no restriction imposed to exclude them from mainstream environments (Ferguson, 2014). Inclusion furthers the process of mainstreaming by enabling the school to respond to all students, by structuring and reconsidering its curricular provision and organization, as well as allocating resources to enhance equality of opportunity. The main points of inclusion lie in the emphasis on structuring the entire school practices and programs. That means that all the environments, the process, and the contents of the mainstream program are restructured to ensure the accommodation of children with special needs.

Inclusion is a fundamental human right that denying children with disabilities are discriminatory, devaluating, indefensible, and inhuman. The enactment of the Education of All Handicapped Children Act in 1975 raised awareness of the consequences of inclusion on non-disabled children (Ruth, n.d). This was the first law that required all children regardless of their abilities to receive a free and appropriate education. The law advocated for the elimination of restrictive environments for students with disabilities so as to integrate with their peers without disabilities in a general education classroom.

Many schools find it difficult to provide the essential educational support for disabled children, especially in third World Countries which may lack the necessary resources to properly accommodate students with disabilities. Developing countries are left to figure out how to meet the needs of special children on a limited budget with a staff-to-high student ratio as well as inadequate staff training (Asongu et al ., 2020). The staff-to-student ratio often angers parents of a student without disabilities when they think of inclusion. The perception is that their children fail to receive adequate education as the teacher gives more attention to the student with disabilities. However, according to (Hollowood, 1995), teachers spend approximately the same amount of time with students regardless of whether there are students with disabilities in the class.

The lack of adequate funding is a significant barrier to the effective implementation of inclusive education. Many developing countries' funding systems support segregated education which is not sustainable and it's costly. Most school systems in Third World Countries lack trained teachers, resources, or financial capital in special education to properly assimilate special needs learners to the mainstream classroom (Asongu et al., 2020). Lack of qualified pedagogic supervisors, principals, and teachers to accommodate the needs of students with disabilities However in 2016, the European Agency for Special Needs and Inclusive Education conducted a review in the financing of inclusive education. Third World Countries tend to have higher rates of children with disabilities due to lower-income which reflects the impacts of deprivation and poverty that hinder the development of these children.

Participation and inclusion are essential to the exercise and enjoyments of human rights, and human dignity. Despite the improved educational provision for the student with disabilities as well as policy for inclusion in mainstream education the truth is that there have been significant cuts to the funding for special needs resources and assistants (Humphrey, 2016). The needs of class teachers are not considered such as the reduction in resources as well as larger class size which makes it difficult for the teacher to carry out their job effectively.

According to (UNESCO, 2020), children with disabilities are less likely to attend school due to the design of the education system which creates a barrier for learners with disabilities compared to their peers without disabilities. Apart from access to education, the dropout rates tend to be higher and the completion rates lower compared to their peers without disabilities. These barriers range from the physical barrier that takes the form of a lack of accessible transport and infrastructure. Financial barrier relates to the school feel, transport costs, as well as to the costs of material such as toiletries for boarding school, uniforms, notebook, and books. The barrier to both entrance and retention in school contributes to a significantly lower competition rate amongst students with disabilities (Moodley et al., 2015). Again the percentages of completion rates amongst girls are lower compared to boys. According to the World Health Organization, poverty may increase the risk of disability while disability may increase the risk of poverty. Given the correlation between disability and poverty prevalence, these barriers are common among children in developing countries.

The inclusion of students with special needs in the general education classrooms means all children are parts of the school community regardless of their weaknesses and strengths. Unfortunately, many teachers are not taught how to teach students with special needs yet they are required to include children with special needs in their general education classroom. Therefore, this study seeks to address various teaching strategies that our teachers need to incorporate to ensure a successful inclusion classroom.

Another major problem that surrounds inclusive education in Third World countries is the lack of adequate research about education in the countries. This is due to lack and difficulties in regards to the clear definitions of inclusive education for children with disability. This makes it complicated to ascertain the extent to which these children are left out. For instance, there is limited access to long-term information as well as evidence that may disclose the learning outcomes and achievements of students with disabilities. This makes it difficult to enact or implement systematic changes in the education system that would result in improvements in the learning for children with disabilities.

This section will explore the literature on inclusive education in mainstream systems for children with disabilities. As a result of their seeming incapabilities, kids with disabilities and learning issues have historically been neglected or even excluded from school. (Ferguson, 2014). The segregation of children within education was viewed as the most effective and appropriate option for children who would not benefit from the ordinary methods of instruction. However, in 1960th and 1970th criticism intensified in opposition to the separated character of special education for disabled children. As a result, the issues of equality to access and educational opportunities emerged where people with disabilities began to speak about the stigmatization of segregated education. For them, segregation served as a way to exaggerate their isolation as well as reinforce their invisibility in the community.

There are three main approaches that can be applied to the policy of inclusion regarding education and disability. They include the "utility approach", rights and "equality approach", and "charity and welfare approach". The three approaches demonstrate how it is in everyone's best interest to enjoy social benefits as well as educational efficiency. These approaches have been underpinned by the National Disability Authority (NDA 2011) which emphasizes the importance of equal equality and dignity to people with disabilities (Moodley et al., 2015).

This study will apply quantitative analysis and specifically regression and correlation analysis. The methods selected will be goal-oriented, non-probability, and consecutive sampling. Regression and correlation analysis is widely used in various kinds of data mining applications. A correlation is a statistical technique that indicates the extent to which two or more variables fluctuate together. Additionally, this research will utilize secondary data analysis. Due to technological advances, there has been a vast amount of data that has been collected, compiled, and archived which is then made readily available for research.

Children with disabilities are increasingly having access to education in both low and middle countries. However, they are not learning effectively as a result of segregation and social exclusion in the classroom as well as teaching methods that perpetuates inequality. Having segregated schools or classrooms perpetuates the misconceptions that children with disabilities are fundamentally different from their peers who are non-disabled and hence needs to be separated or isolated which minimizes the chances of social inclusion. Therefore, in terms of academic achievements for students with disabilities, peer support is a significant resource. Despite the benefits that are associated with inclusive education, evidence shows that students with disabilities are less likely to attend a school or even complete it if they are able to enroll. Those who are able to enroll face an increased probability of undeserved discipline, violence, and bullying. To integrate children with disabilities is vital when it comes to the promotion of child development of their competencies, essential skills, as well as social relationships.

References

Asongu, S., & Odhiambo, N. (2020). Finance, Governance and Inclusive Education in Sub-Saharan Africa. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3627214

‌ Ruth. (n.d.). TEACHER ATTITUDES ON THE EFFECTS OF INCLUSION ON STUDENTS WITHOUT DISABILITIES Jesse Riegert A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in Guidance and Counseling Approved: 2 Semester Credits. Retrieved March 15, 2022, from https://www2.uwstout.edu/content/lib/thesis/2006/2006riegertj.pdf

‌ Moodley, J., & Graham, L. (2015). The importance of intersectionality in disability and gender studies. Agenda, 29(2), 24–33. https://doi.org/10.1080/10130950.2015.1041802

‌ Humphrey, M. (2016). THE INTERSECTIONALITY OF POVERTY, DISABILITY, AND GENDER AS A FRAMEWORK TO UNDERSTAND VIOLENCE AGAINST WOMEN WITH DISABILITIES: A CASE STUDY OF SOUTH AFRICA. International Development, Community and Environment (IDCE). https://commons.clarku.edu/idce_masters_papers/36/#:~:text=Gender%2C%20socioeconomic%20status%2C%20and%20disability

‌ Ferguson, G. (2014). Including Children with Disabilities in Mainstream Education: An Including Children with Disabilities in Mainstream Education: An Exploration of the Challenges and Considerations for Parents and Exploration of the Challenges and Considerations for Parents and Primary School Teachers Primary School Teachers. https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1076&context=aaschssldis