Arguably, inclusion in special education continues to hoist many contests in the public arena. The concept relates to both social values, sense of personal worth, as well as education. Many scholar questions if inclusion in special schools gives children equal opportunity. Perhaps, legislation in most nations encourages inclusion of students with special needs to be in mainstream schools. In fact, the conception is propelled by arguments that inclusion will improve education performance, quality of life, as well as social development. As a matter of fact, little research has been conducted on inclusion of kids with Autism. Actually, autism is a persistent development disorder that may affect children communication and social skills. Additionally, it may interfere with language and motor skills depending on Childs diagnosis degree.
In the contemporary society, special education inclusion has various effects in the education performance and personal growth of the child. Inclusion in special education refers to a situation in which children with identified and clear special needs are incorporated in mainstream education, instead of being accommodated in special schools. In most cases, students who fall in this category often have high functioning but are physically challenged. Furthermore, autism is one of the social impairment that children are diagnosed with. Parents always believe that children diagnosed with autism have the right to learn participate with other children, and communicate (Vickerman 31).
Conversably, when children with special need are left on their own, they can become very disruptive as well as affection the development of the child. The most challenging issue related to inclusion and mainstreaming of special education is the availability of resources. Inclusion in special education is very crucial form of social education that trains children to be accommodative in life (Trejo 75). As a matter of fact, inclusion best way is to treat all students and people equally. The society needs to train children from an early age to treat everyone equally, regardless of physical or mental disability. Children with special needs have the right to be happy, and learn just like those who do not require special care.
Certainly, inclusion in special education is very difficult to achieve, but when it is accomplished it develop a friendly educational environment where children with special needs and those without feel unique, special and valued. Perhaps, this progressive move improves the education standards among all students (Vickerman 32-35). Teachers and parents are probably in the forefront in opposing the issue of inclusion in special education. Inclusions have been a center of controversial debate, but many view inclusion in special education as a policy that is mostly driven by various unrealistic expectations; one of the unrealistic and unfocused objectives is to save money. Moreover, it entails both a state of discrimination as well as coerciveness to enforce inclusions rules and regulations to students with different needs with an intention of molding.
Conceivably, inclusion in special education affects the education system, as it is more involving. By introducing inclusion, special teachers and specialist have to be employed to handle the needs of each child in the classroom. The entire education programs will be made immensely complex by inclusion in special education. Misdiagnosis of autism and other special problems worsens the situation in the classroom; this is because it makes it complex for teachers to discover the special needs of every student in the classroom, especially those with motor disabilities. Additionally, schools and school stakeholders are incredibly confused by inclusion in special education, on which curriculum programs to implement so as to meet the needs of both who require special attention and those that do not need (Trejo 79).
Studies show that inclusion in special education boosts the morale of students with both disabilities and those without. In fact, inclusion of children with special needs improved the level of the corporation among students. Moreover, the attitudes of other students have tremendously improved towards the special needs children; this is believed to be because of the inclusion. Research and other documented evidence show that inclusions improve the education system. Children under inclusion in special schools have demonstrated greater valuing and acceptance of individual differences. In fact, long-term effects of inclusion in special education are that it enhances genuine friendship, self-esteem as well as acquisition of skills (Vickerman 37).
Globally, there are many cases of children being misdiagnosed with various disabilities such as autism. This misdiagnosis affects the future life of children in various ways, which include social, psychological, and educationally. According to experts, many children in the globe are diagnosed as autistic, yet they do not have the disorder, while others who have full symptoms related to autism are turned away (Baudino 1-3). Misdiagnosis of children with autism creates difficulties in the provision of special attention. In fact, in many cities doctors have been accused of misdiagnosing children so that they qualify to be given special attention and help in the classroom.
Undeniably, children who show autistic characteristics, or who are show positive results on diagnosis of autism are not automatically autistic. Most of the misdiagnosed children take up autistic defenses in order to create protection for themselves against neglect, and abuse as well as keeping everyone at a safe distance. Parents in some situations present wrong diagnosis in schools so that their children will get special attention. This will automatically affect the performance of the child in school. In fact, subjecting student to the wrong care may develop some sort of stress, leading to decline in individual education performance. Children with autism have to be attended with special care, under recommended approaches. However, due to misdiagnosis the child is not in a position to get the correct help.
Medical practitioners believe that most distinct disorders have been associated and inappropriately grouped up with autism. Children with autism and related disorders need to be carefully studied and uniquely understood and should not be lumped with other unknown disorders. Children with autism have difficulties in communicating and understanding some classroom instructions and directions. Therefore, inappropriate care may hinder the performance of the child in classroom; nevertheless, unsuitable social interaction can lead to various challenging behaviors such as ostracizing and bullying (Baudino 2-4).
Hence, difficulties caused by misdiagnosis of disorders hamper classroom interaction, rendering implemented teaching strategies invalid. Every child requires special care regardless of its physical, mental or psychological status. The misdiagnosis of disorders such as autism makes inclusion programs ineffective. This is because it develops a stressful educational environment for teachers and child. In implementing inclusion programs, teachers in most cases depend on diagnosis of disorders from medical practitioners. Nevertheless, misdiagnosis of disorders will imply that students are subjected to the wrong care; hence, the child will never receive the best care in classroom. Inclusion in special education is always rendered ineffective by inadequate resources, support and training (Obiakor & Rotatori 61-64).
Misdiagnosis has been referred as a way of cheating in education curriculum. This is because parents and other individual responsible for education of children use misdiagnosed information to provide their children with special education. In the real sense, they are hindering the concentration of the child as well as derailing learning capabilities. Stakeholder need to be strict on the issue, because in the long-run inclusion in special education will not be effective. There are various challenges that threaten the inclusion in special education. In the 21st century, schools still has no clear restructured systems to pave the way for flexible learning environment, curriculum, as well as instructions.
In every ideal situation, children subjected under different education environs strive to achieve on goal, but the ways of achieving this educational goal differ. Inclusion in special schools and misdiagnosis of disorders will render various students needs unaddressed by the concern stakeholders. Undeniably, inclusion in special education provides tremendous opportunities to children, but the legislative systems are not effective to those children with low learning disabilities (Obiakor & Rotatori 71-73).
Inclusion in special education and misdiagnosis of disorders are important concepts in education, and has developed many controversial issues that need to be addressed. In order, to overcome its effects on education performance extensive form of research, rigorous personnel training, as well as proper redesigning of education curriculum should be undertaken. Supportive reasons on inclusion of special education should be based on personal attributes, social benefits, and educational gain. Inclusion in special education gives children with all sorts of inabilities and abilities to learn under equal rights and the environment. The main arguments in education are autism and inclusion and should be attended to with professionalism and carefulness. It is crucial to understand that students needs differ from one another in various unique ways, yet high standards and cohesive classroom environment are important for all children.
Work cited
Baudino, L. Autism Spectrum Disorder: A Case of Misdiagnosis. Los Angeles: Springer,
2010.pp.1-6
Obiakor, F & Rotatori, A. Autism and Developmental Disabilities: Current Issue and Issues.
London: Wadsworth, 2008. Pp. 50-85
Trejo, C. The Impact of inclusion programs on the academic achievement on non-disabled
Learners in selected Texas elementary schools. Texas: Tarleton State University, (2008) pp.75-82
Vickerman, P. Key Issues in Special Education Needs and Inclusion. Boston: SAGE, (2009)
Pp31-39
