A Study of Special Needs Children Entering Regular Classroom Learning

Huayun Yuan

doi:10.54097/ehss.v10i.6903

Authors

Huayun Yuan

DOI:

https://doi.org/10.54097/ehss.v10i.6903

Keywords:

Children with special needs; special education; regular education; educational development.

Abstract

Special populations appear in the public eye with increasing frequency, so their education and problems are receiving increasing attention in many countries. But as many countries focus on educating children with special needs, they are discovering an even more significant pitfall. This problem is that many countries have segregated children with special needs from typical children, making them less able to integrate into society when they reach adulthood. When research began, people found the answer to this problem in inclusive classrooms. This paper discusses the need to include children with special needs in regular classrooms. In this paper, the author analyzes multiple perspectives from the perspective of the state, schools, teachers, special needs students, and children in general. Combining the strengths and weaknesses of these perspectives, the author of this paper offers some suggestions on how to measure the relationship between special needs children and regular classrooms and subsequent development.

Downloads

Download data is not yet available.

References

Education Overview: Development news, research, data. World Bank. (2022). Retrieved January 6, 2023, from https://www.worldbank.org/en/topic/education/overview#:~:text=For%20individuals%2C%20education%20promotes%20employment,institutions%2C%20and%20fosters%20social%20cohesion.

World Health Organization. (2022, December 2). Disability. World Health Organization. Retrieved January 6, 2023, from https://www.who.int/en/news-room/fact-sheets/detail/disability-and-health

Dee, T. S., & Sievertsen, H. H. (2015, October 5). The gift of time? school starting age and mental health. NBER. Retrieved January 6, 2023, from https://www.nber.org/papers/w21610

Face the facts: Disability rights. The Australian Human Rights Commission. (2022). Retrieved January 6, 2023, from https://humanrights.gov.au/our-work/education/face-facts-disability-rights

Nina. (2022, January). Seen, counted, included: Using data to shed light on the well-being of children with disabilities. UNICEF DATA. Retrieved December 27, 2022, from https://data.unicef.org/resources/children-with-disabilities-report-2021/

Idea. NCLD. (2022, June 22). Retrieved December 9, 2022, from https://www.ncld.org/get- involved/learn-the-law/idea/

National Coalition on Personnel Shortages in Special Education and Related Services. (2016). Retrieved from https://specialedshortages.org/

Carver-Thomas, D., & Darling-Hammond, L. The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 2019, 27(36).

Gilmour, A. F., By, Gilmour, A. F., Bio, A. F. G. A., & Bio, A. (2022, January 25). Has inclusion gone too far? Education Next. Retrieved December 9, 2022, from https://www.educationnext.org/has-inclusion-gone-too-far-weighing-effects-students-with-disabilities-peers-teachers/

Ramos, T.-M. (2022, March 8). Challenges for teachers in special-needs-inclusive classrooms. We Have Kids. Retrieved December 8, 2022, from https://wehavekids.com/education/Top-Challenges-Teacher-Face-in-Special-Needs-Inclusive-Classrooms

Social, emotional and behavioral challenges. NCLD. (2019, November 21). Retrieved December 8, 2022, from https://www.ncld.org/research/state-of-learning-disabilities/social-emotional-and-behavioral challenges/#: ~:text=1., also%20be%20a%20significant%20factor.

The importance of inclusion classrooms. Alvernia Online. (2019, June 5). Retrieved December 9, 2022, from https://online.alvernia.edu/articles/inclusion- classroom/#: ~:text=Improved%20Academic%20Success& text=Research%20has%20shown%20that%20when, classes%2C%20their%20academic%20success%20improves.

Florian, L. On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 2019, 23(7-8), 691-704.

Minghui, L., Lei, H., Xiaomeng, C., & Potměšilc, M. Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 2018, 9, 648.

Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities, 2018, 15(1), 49-63.

Gurney, P. W. Self-esteem in children with special educational needs. Routledge. 2018.