Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting.

IntroductionMany families who catch nipperren with surplus take often fear sending their pip-squeakren to mainstream schools (Wang 2009). Such p bents often fear that their children entrust not be treated equally in mainstream school, and in any case worry approximately how fountainhead their specific require hind end be met (NCSE 2011). As such they often place them in superfluous climbs with low student-pupil ratios and with vary teaching. However, the peculiar(prenominal)ity of superfluous settings has recently been questioned.Placing children with additional involve in special settings has been a subject of considerable fight over the past few years (Wall 2011). While the general public view is that special require students can benefit from individual and small group instruction, there is no compelling evidence to obligate this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special school s with curricula intentional specifically for special needs students did not necessarily result in better improvements in childrens cognitive ability or developmental outcomes.A uniform study by Bunch & Valeo (1997) came to similar conclusions It was claimed that special arrangement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite change teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen & Cowdery (2005) give birth made similar conclusions. In this regard, this paper examines the spot benefits and challenges of an combine approach to works with children with additional needs and their families in an advance(prenominal) years setting.Defining the term Additional needsBefore exploring further, it is worth spot to jump define the term additional needs. This term is used in reference to certain conditions or circumstances that might lead to children requiring special sup port (Owens 2009). Children with additional needs ar mainly those that tolerate wellness conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include those who ar physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). InclusionHaving defined the term additional needs, it is important to say the context in which the term inclusion is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive schoolroom settings and includes the quality of the childs go of school life and association with other peers.Legislative framework.Key legislations gov erning provision of services to special needs children include the Education (NI) do 1996 and the circumscribed Education Needs and Disability (NI) Order 2005 (DoE 2009). The designer outlines the rights and duties of the following in relation to special needs students schools, p arnts, Health and Social Services Boards,Education and library BoardsDepartment of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these childrens education needs (Porter 2003). The Special Education Needs and Disability (NI) Order 2005 resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of revolutionary disability discrimination responsibilities (DoE 2009).Integrated approachIn the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to tell t hat they achieve their full potential ( Heinemann & Vickerman 2009). However, it is not authorization for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). on that point is a growing cite of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an change magnitude emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke & Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing course of action in children in need of special attention. The number of children with educational needs in the UK has been on the tog up over the past few years. Fo r example, their proportion as a percentage of the total school existence increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009).BenefitsThere are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and re deputee their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to eyesight them in terms of their needs. another(prenominal) benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the primal stages can significantly pare stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be inversely beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice against children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel veritable to the society and by their peers and gives them a sense of belonging (Robinson & Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being certain by their friends and peers (Owens 2009). Families visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-reliance skills stressed in such settings (Mitchell 2009). Other benefits to such an integrated approach include improved pedantic operation, opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed unneurotic with other peers in the natural setting (Brown et al., 2005). As Allen & Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in save of integration are valid, it should also be remembered that integration in itself is a two- demeanor process. In about cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Arent they going to be affected by the way services are devoted to special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determinedWhat is fair for a typical average studentAnd what is fair for a special needs student (Swartz 2005)It is confutative whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of aca demic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either groupThis remains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be oddly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for responsible inclusion. Some of these children mental health needs are beyond what the mainstream education can drive home and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman & Vickerman 2009). disdain these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many argume nts in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater mastery (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohe n et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown & Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as colossal and balanced an entitlement curriculum as possible, similar to that receiv ed by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may experience, they should all be allowed to learn and participate in prevalent routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care.ConclusionResearch has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches.ReferencesAllen, K. E., and Cowdery, G. E., 2004. The exceptional child Inclusion in early childhood. Albany, NY Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT ECA Department of Education ( DoE), 2009. 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