Segregated or Inclusive Education for Special Needs Children Term Paper by Peter Pen

The paper examines the case for segregated education for special needs children as opposed to inclusive education in the normal school system.
# 145345 | 2,150 words | 9 sources | APA | 2010

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The paper's basic premise is that all children in society deserve the very best that society can afford them in terms of education. The paper then proceeds to look at the educational, emotional and psychological needs of special needs children and whether these needs can best be met with a separate, segregated educational system or by the inclusion of such childcare into mainstream educational institutions. The papers examines the problem from a historical point of view and goes on to look at the problems involved with both viewpoints both from the point of view of teachers and the system as well as that of children and their families. Whilst the writer of the paper does draw conclusions, they also state that continuing research and changes in present practices could cause them to change their opinion.

From the Paper:

"The word "segregation" sounds negative and creates the impression that those who are separated are not given the care and attention that they deserve. Students of history may very well find parallels in the United States educational system in the 1950s and 1960s when blacks had to attend segregated schools with inferior facilities. Those who link segregation with less than stellar care and attention may be forgiven for that, considering this unfortunate historical reality. But segregation, in my view, need not be viewed in such a negative light if there is a true commitment on the part of society to attend to the needs of each member of the society. It would seem, at least, on the surface, that putting children with special needs together with those in the mainstream does a disservice to both because each group is unable to get the kind of focus it requires to have its members develop themselves to their full potential. Russell (2006) reports that teachers and teaching assistants struggle to cope with their more challenging pupils as they lack the necessary resources to accommodate these pupils. There is also an implication that standards suffer because, the inclusive classroom, which opens up mainstream classrooms to children with special needs has forced teachers without the proper training to grapple with problems that take their focus off their mission of educating the children under their care. According to a National Union of Teachers Report (2004), there are examples of teachers dealing with personal care tasks, and therefore indirectly neglecting the education of mainstream pupils. In other cases, teaching assistants who lacked the necessary expertise of teachers were often left to care for the children."

Sample of Sources Used:

  • Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry for Education, viewed 21March 2009,
  • Croll, P. and Moses, Diana, 2000 'Ideologies and utopias: education professionals' views of inclusion', European Journal of Special Needs Education, 15, 1,1-12.
  • Fletcher-Campbell, F 2003, 'Distribution of funds for special needs education.' The International Journal of Educational Management, 17.4/5, 220.
  • Lepkowska, D 2008, Why don't you understand? The Guardian,viewed 20 March 2009, children-education
  • Russell, V 2006, Special needs policy has failed, say teachers. Public Finance, 10. 'Special-needs students feel accepted.'(2009).McClatchy-Tribune Business News, Jan 10.

Cite this Term Paper:

APA Format

Segregated or Inclusive Education for Special Needs Children (2010, November 04) Retrieved June 07, 2023, from

MLA Format

"Segregated or Inclusive Education for Special Needs Children" 04 November 2010. Web. 07 June. 2023. <>