Disabilities and Disabilities in International Education

SOCIOLOGY

1
ABSTRACT
International educational settings face challenges in the educational inclusion. The human
rights suggest giving equal opportunities to the people having differences in them. This report
highlights the history of development in regards to inclusion for all with a goal of giving
growth opportunities to everyone irrespective of the challenges they are facing. Disabilities
are defined in different terms but the two major models are one medical and Social. This
report also defines inclusion segregation and integration and how they are different things.
There are various types of challenges faced by the teachers and students when there is change
in the language and terminology among the people. Giving every student same type of
learning experience is always difficult. It is found that including countries like Thailand there
are many legislative developments are going on.

2
Content
s
Introduction................................................................................................................................2
Overview of history development..............................................................................................2
Inclusion, Segregation, and Integration.....................................................................................3
Children were included in all aspects of school life..................................................................4
Inclusion problems.....................................................................................................................4
Changing language and Terminology........................................................................................5
Development of legislation........................................................................................................5
Conclusion..................................................................................................................................6

3
Introduction
The word inclusion is a well-known term which is related to the social ideology or concepts.
It is related to people with special needs or in other words, individuals who are suffering from
disabilities and are truly in need of special education (Florian, 2008). Inclusion provides an
opportunity for these individuals to learn with their non-disable peers in regular classrooms.
Inclusion concepts have always been a very challenging task because of its complex structure
and pattern which are directly linked with the complexity being created by special needs at
hand. But with the help of positive attitude of the parents as well as the concern teachers such
kind of barriers can be easily overcome and a safe and secure environment can be offered to
these individuals (Zigmond, Kloo and Volonino, 2009).
Overview of history development
In past, children with special needs or disabilities use to receive very little opportunity to gain
a formal education. But in the mid of 19th century, many traditional organizations had focused
their direction towards providing education to these individuals with the help of special
schools in 1918s. Though these special schools are formed with the intention of just
providing education to these sections of the population soon they just converted into their
residential address with special faculties (Graham and Jahnukainen, 2011). But in 1919, the
state government started focusing on spreading the public school system in which these
children with special needs were excluded. As the time was passing, the community soon
realized in 1950, that someone should care for these individuals and hence, in 1950 people
who are trained in such practices were being appointed. Special programs were started which
included the parents of children along with the teachers to offer opportunities to these
disabled children to enjoy the beauty of education.
Soon, this positive attitude of the community had truly started bringing improvement in the
life of these special need children by providing them confidence that people are present who
really care for them. Soon, the higher judiciary system also interfered in this matter and the
super court came up with new rules in 1954 and had put great stress on the fact that the
children cannot be separated from each other on the base of race or some special needs which
really brought huge improvement in this education system (Skiba et al., 2008). Soon,
improvement was not only seen in the education system but also there was a huge change

4
brought in to the legislature of the country but offering reservations in jobs, colleges, schools
for these individuals. This was done to make them feel that they are not different from us and
they are also an important part of this community.
There are mainly two forms of disability models, one is the social model and another is the
medical model. The social model is related to believe that the society must be arranged in
such a manner that it will remove the barriers of individual impairment in the society
(Baglieri, Valle, Connor and Gallagher, 2011). This will help the individual with special
needs to become independent and feel positive about their life. While the medical model is
related to believe that society arrangement has created this stereotype and must focus on
fixing this disability with the help of medical treatment.
Inclusion, Segregation, and Integration
Although inclusion, segregation, and integration are different from each other but still there is
a common link between them which is individual with special needs.
Segregation
It focuses on the fact that students with a disability are truly in need of teachers who are well
specialized in this area and are well capable of offering proper education to this section. From
many years, the stream of this special education has emerged many special techniques and
mythology which can offer skills that can handle large numbers of disabilities (Hodkinson,
2010). People associated with this stream must possess skills which are linked with the
mental, physical and emotional abilities of a person. If these individual will received
treatment under the guidance of specialists within the controlled environment, there are more
chances of bringing improvement in them.
Inclusion
While inclusion is not only related to the placement of students with special needs in the
classroom but it is more related to the philosophy which offers various advantages to these
section of students. Inclusion is more connected to explore social space arrangement and
opportunities for these students so that they can develop faster (Graham and Jahnukainen,
2011). The purpose of inclusion is to transfer fast learning from both regular students with the
student with special needs. This arrangement will help both sections of the children to

5
understand the common difference between them because every individual in this world has
some strength and some weakness.
Integration
While integration is known as the combination of both segregated as well as inclusion
pattern, in which students with special needs spend some portion of their day with the regular
students but are part of the school with special needs. In this, it is believed that the students
with special needs must be brought back to the general class when are ready for both
academically as well as socially. This will provide proper benefit to these students because
they are now in a stage to understand thing much better than they used to when they have
entered in the classroom.
Children were included in all aspects of school life
It is not only the community which has to understand the importance of these individuals
with special needs but also many governments has put a lot of efforts to make the life of these
students with special needs better. The government has not only started a workshop for
teachers but has also implemented some programs which will ensure that students with
special needs must be able to take part in almost every event of their school life (Coster and
Khetani, 2008). The government has also started research programs which will totally focus
on the aspects which will be helpful in bringing positive attitudes in these students so that
they also can feel that they belong to the same community as others. There are many NGOs
and government department which ensures that this segment of the community must be given
equal opportunity to become part of each and even events that comes in their life. Even
communities have taken responsibility to provide all kind of possible support to ensure the
proper development of the students with disorders.
Inclusion problems
On answering the question about whether it is easier to include some children than others. It
can be said that since the needs of the people are changing and this change of needs changes
their requirements. Since the process of inclusion itself suggests that every children should be
included in every possible way. The materials that are provided to any particular children
may not be helpful for others (Powell and Smith, 2009). Teachers at the International level

6
must be capable enough to make adaptations to the materials. They must have a global focus
rather than being restricted to one particular child.
Why inclusion for all is difficult can be understood by the example of classroom where there
was a student facing Down syndrome. He was learning an advanced version of signature
language. This separated his spoken language than others in the classroom. In such case the
inclusion can be implemented when all the children are taught with particular sign language.
Learning sign will create opportunity for all of them to share their knowledge and learning
among peers (Wing, Gould and Gillberg, 2011). This shows that communication plays a very
essential role in providing inclusion to all. Training all the students at same platform is never
easy and requires a whole lot of efforts to do it.
The difference in each child cannot be ignored and the international educational inclusion
must value uniqueness of each individual. The international inclusion must have a goal is not
only to make any child normal rather to develop an environment where they could learn and
grow. Since the students from different countries are from different culture hence their
learning style would be different. For the children that are from different family background
takes different approaches to learn anything especially to get adapted with the materials. The
children that are from the well-maintained family need a lesser attention than the ones that
come from economically weaker background.
Changing language and Terminology
In the inclusion process, most important role is played by communication. Keeping every
student at the same platform is a challenge for the Teachers especially for the children that
face change in language. Since students are from different backgrounds hence they need to
ensure that common language has to be created (McManis, 2017). As the example of the
children facing Down syndrome shows that since all the students have to be taught sign
language due to few or even one person so as to make the education inclusive.
In the international educational settings, the students that come from different nationalities
always have to get adapted with the change in language. Suppose a student is facing
Dyslexia, he needs to be taught in a different manner, and the same time ensure that every
student gets an equal amount of learning (Cologon, 2015). Whenever the language gets
changed, it is never easier for the student to learn that new language at the same time when he
or she is facing challenges in learning methodology.

7
The problem gets widened when the terminology gets changed for the students. For instance
when the students communicate in the sign language and if the national sign language differs
from other nation’s signs language then they might face problems in communicating with
each other at the international educational settings (Vescio, Ross and Adams, 2008). Apart
from this the teachers will face problems in imparting knowledge to all the students from
different cultural backgrounds. Any communicational gaps between the students and teachers
will not allow the holistic development or growth and might fail in achieving the goals of the
organisation. Change of language or terminology also has impact on the standards of
education being imparted and the way in which bonding between the students and teacher
gets created.
Development of legislation
In different nations, the legislations related to inclusive education differs. With the
international communities demand for inclusive education has enhanced, government of
Thailand has also given priority to the inclusive education. Persons with Disabilities
Empowerment Act suggests that a person facing any kind of disabilities are entitled to gain
education under national educational plan that suits their mental and physical abilities in any
of the educational institutes or through non-formal educational mediums (Vibulpatanavong,
2018. Thailand convention for Human rights states that it is a right of the person with any
kind of disability to gain access to inclusive, quality and free primary education. It is due to
the development in the educational legislation, the number of students with any specific kind
of disabilities have increased in the regular schools. Due to the development in legislations
related to education, the quality of education has also improved for the people that are
coming in the settings.
It is suggested that there must be international laws for the inclusion of the people facing any
kind of disabilities. All the country must adhere to these international laws so as to bring
uniformity in the educational platform. All the international setting must be under the
guidelines of the international laws that states to provide an infrastructure that supports
education for all irrespective of their differences. International sign language must be similar
so that people do not face problems when there is a change in the language or terminology.
Like the Thailand law the international setting must be available to all the people i.e.
everyone must have a choice to select the institutions and institutions will not deny the
admissions just because of their disabilities unless facing any specific challenge.

8
Conclusion
From the above based report it can be concluded that international communities have become
very much focused over bring educational reforms that helps in the education of students
irrespective of their difference. There are two models of disability social and medical. Both
the aspects have a close relation with the inclusion. It is always difficult to ensure the equal
growth of the students when they are facing specific kinds of challenges. In case of change in
languages and signs students face communicational problems. Thailand’s law for inclusion
has developed over the years and ensures that the student irrespective of their differences gets
equal education and the institutions will have the responsibility to ensure it.

9
REFERENCES
Baglieri, S., Valle, J. W., Connor, D. J. and Gallagher, D. J. (2011) Disability studies in
education: The need for a plurality of perspectives on disability. Remedial and Special
Education, 32(4), pp. 267-278.
Cologon, K. 2015. Inclusive education means all children are included in every way, not just
in theory. [Online] Available at: https://theconversation.com/inclusive-education-means-all-
children-are-included-in-every-way-not-just-in-theory-45237. [Accessed on 13th January
2019]
Coster, W. and Khetani, M. A. (2008). Measuring participation of children with disabilities:
issues and challenges. Disability and rehabilitation, 30(8), pp. 639-648.
Florian, L. (2008) Inclusion: special or inclusive education: future trends. British Journal of
Special Education, 35(4), pp. 202-208.
Graham, L. J. and Jahnukainen, M. (2011) Wherefore art thou, inclusion? Analysing the
development of inclusive education in New South Wales, Alberta and Finland. Journal of
education policy, 26(2), pp. 263-288.
Graham, L. J. and Jahnukainen, M. (2011) Wherefore art thou, inclusion? Analysing the
development of inclusive education in New South Wales, Alberta and Finland. Journal of
education policy, 26(2), pp. 263-288.
Hodkinson, A. (2010) Inclusive and special education in the English educational system:
Historical perspectives, recent developments and future challenges. British Journal of Special
Education, 37(2), pp. 61-67.
McManis, L.D. 2017. Inclusive Education: What It Means, Proven Strategies, and a Case
Study. [Online] Available at:
https://education.cu-portland.edu/blog/classroom-resources/inclusive-education/. [Accessed
on 13th January 2019]
Powell, M.A. and Smith, A.B., 2009. Children's participation rights in
research. Childhood, 16(1), pp.124-142.

10
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J. and Chung,
C. G. (2008) Achieving equity in special education: History, status, and current
challenges. Exceptional Children, 74(3), pp. 264-288.
Vescio, V., Ross, D., and Adams, A. (2008). A review of research on the impact of
professional learning communities on teaching practice and student learning. Teaching and
teacher education, 24(1), 80-91.
Vibulpatanavong, K. 2018. Inclusive Education in Thailand. [Online] Available at:
https://download.atlantis-press.com/article/25889734.pdf. [Accessed on 13th January 2019]
Wing, L., Gould, J., and Gillberg, C. (2011). Autism spectrum disorders in the DSM-V:
better or worse than the DSM-IV?. Research in developmental disabilities, 32(2), 768-773.
Zigmond, N., Kloo, A. and Volonino, V. (2009) What, where, and how? Special education in
the climate of full inclusion. Exceptionality, 17(4), pp. 189-204.