Barriers of Inclusive Education for Children with Intellectual Disability

Running head: SOCIOLOGY
Barriers of Inclusive Education for Children with Intellectual Disability
Name of the student:
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SOCIOLOGY
Table of contents
Media coverage..........................................................................................................................3
Literature review........................................................................................................................4
Inclusive education.................................................................................................................4
Barriers in inclusive education...............................................................................................5
Children with intellectual disabilities.....................................................................................6
Diagnosis of intellectual disability.........................................................................................6
Treatment for intellectual disability.......................................................................................7
Reflection...................................................................................................................................7
References..................................................................................................................................9
Bibliography.............................................................................................................................11

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SOCIOLOGY
Media coverage
Dr Kathy Cologon in her research paper, Inclusion in Education towards Equality for
students with Disability, affirms that all the children possess the fundamental right to receive
inclusive education. She makes this assertion with the awareness that there are certain
barriers, which affects the realization regarding the experiences of education. According to
Cologon, (2013), the people who experience disability are perceived in the perspective of
negation of personhood instead of recognition for the social imposition of disability.
However, the focus of Cologon is on the recognition of individuality, which attaches a
backseat to the aspect of disability.
Cologon makes mention of Universal Design of Learning (UDL), which ensures that
environments and experiences needs to accommodate cultural diversity. As a matter of
specification, the learning includes accessing information, approaching learning tasks among
others. Before providing the disabled children with the learning courses, they are tested and
verified through a homogenized middleground. Assembling the children from diversified
backgrounds to the mainstream educational settings is an initiative towards upgrading the
standards and quality of the educational services for the disabled children (Cologon, 2013).
Absence of conflicts and racial discriminations promotes a rich and positive learning
environment for the disabled children in case of learning. Governmental initiatives is
assistance for the educational institutions towards providing the basic and elementary
education to the disabled children. Typical evidence of this lies in the collaboration of
Convention on the Rights of the Child and Conventions on the Rights of Persons with
Disability. Cologon in his paper makes mention of the frameworks and strategies for setting
the course curriculum of the disabled children (Cologon, 2013).

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SOCIOLOGY
According to the revelations of Bbc.com (2019), disabled students are shunned out of
the playgrounds. This is one of the greatest barriers in their physical development. This
exclusion adversely affects their individual sentiments. According to the government,
inadequate funds have deprived the children and their families of the basic educational
services. Upon investigations, it has been found that the parents and the disabled children
often face harassments in accessing the playground services. This reflects a deviant behaviour
from the standards and protocols of the Equality Act (2010). Department of Education was
involved in the matter, which projects strategic approach towards catering to the individual
needs of the disabled children, especially in their early childhood education stage. This is the
story of England, which diversifies the scope and arena of the issue of barriers in inclusive
education from the boundaries of Australia.
As per the revelations of Theconversation.com (2019), vision impairment has been
considered to be one of the disabilities. 3000 schools in Australia were surveyed. Among
these, 300 children suffered from severe vision impairment. Upon investigation, it was found
that these children receives education from mainstream schools, however, meagre support is
provided in terms of accessing the basic support needed for fulfilling the needs. 15 students
were interviewed, who belonged to the age group of 7-14. These students suffered from
vision impairment, instead of receiving education from State, Catholic and independent
schools. These aspects add an interrogative parameter to the administration services.
Literature review
Inclusive education
According to Humanrights.gov.au, (2019), inclusive education is the assemblage of
students from diversified background for enhancing their learning experiences. The main aim
of this education is to develop and design the schools, classroom, programs and activities.
The students are provided with the facilities of gym, performance theatres, music rooms,