Paper Summary:

The paper explores the educational dilemmas that arise with regard to blind and visually impaired students. The paper discusses the arguments in support for and against inclusion. The paper stresses that as inclusion becomes increasingly widespread, it is essential to study ways to make the experience more meaningful and successful for parents, teachers and children with special needs. The paper concludes that inclusion should be supported for visually impaired students who have the capacity to learn and grow in a normal school setting. Some of the sources used by the paper are included.

Outline:
Introduction
Educational Dilemmas
Disabled Alongside Not Disabled (Advantage)
Disabled Alongside Not Disabled (Disadvantage)
Disabled Alongside Disabled (Advantage)
Disabled Alongside Disabled (Disadvantage)
Recommendations
Conclusion

From the Paper:

"Full inclusion of young children with special needs has a variety of definitions. In some countries inclusion of these children into normal school is encouraged as a means to enhance early development. As declared in 1990 by the United Nations Convention in the Rights by the Child, all children including those with special needs has the right to be provided with basic education and enjoy full participation in their communities (Evans, 1998). In full inclusion it is assumed that children and families with diverse developmental needs, from diverse cultural-linguistic backgrounds and diverse social experiences, are accepted and accommodated with sensitivity and respect in high-quality early childhood programs (Early Childhood Resource Teacher Network of Ontario, 1997)."

Sample of Sources Used:

• American Foundation for the Blind (AFB). (2005). Educating Students With Visual Impairments for Inclusion in Society. Retrieved March 08, 2007 http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344
• Behrmann, J. (1993). Including everyone. The Executive Educator, 15(12), 16-20.
• Bennett, T., Bruns, D. and Deluca, D. (1997). Putting Inclusion into Practice: Perspectives of Teachers and Parents. Exceptional Children, 64.
• Bertness, H. J. (1976). Progressive inclusion: The mainstream movement in Tacoma. In M. C. Reynolds (Ed.), Mainstreaming: Origins and implications (pp. 55-58). Reston, VA: Council for Exceptional Children.
• Bicklin, D. (1985). Achieving the complete school. New York: Teachers College.

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