Early Childhood Studies Article 2022

Running head: EARLY CHILDHOOD STUDIES
EARLY CHILDHOOD STUDIES
Name of the student
Name of the university
Author notes

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EARLY CHILDHOOD STUDIES
Universal Declaration of Human Rights has enshrined education as the basic right of
every children since 1984. The scenario of education of the children are no as it should be.
The exclusion of certain children from their basic educational rights are very common.
Children of some particular groups are bound to be excluded from the educational systems.
The UN Convention on the Rights of Child in article 24, talks about the inclusion of all
children in the mainstream educational system (un.org 2014). The education of some
vulnerable group of children was the part of the special school curriculum. These schools are
developed for the specially abled or discriminated students and are not the part of the
mainstream educational system.
Special schools are the educational institution that are built for the children with
special needs. The differently abled children have the individual needs that in their learning
ability and daily lives. The concept of special schools are centred on developing a systematic
educational system that is separated from the mainstream educational system. UN provision
of inclusive educational system caters the need of inclusive education for the special
educational needs of such students. In this essay, there would be a discussion of what role the
inclusive educational system plays in the children education. This would also shed light on
what is the position of the special schools in the inclusive educational systems of UK and
worldwide.
The right of the disabled person towards the inclusive education was first legally
enshrined in the article 24 of UNCRPD or United Nations Convention on the Rights of
Persons with Disabilities (un.org 2014). This also encompasses the Equality Act of 2010 that
prohibits any kind of discrimination against the people who have protected characteristics, in
the provision of this act, there is a specific definition of disability. This act is not bound only
to the disabled persons but also takes into consideration the non-disabled but discriminated
persons. The UN provision of inclusive education was first adopted in 2006 and last rectified

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in 2014 (un.org 2014). On the other hand, the special schools are designed for the separate
education of the disabled students. These schools are maintained by the UK –government and
is well-equipped for the teaching-learning faculties for the students with special educational
needs. The staff members of these schools have special trainings for the disabled students
care and education. The schools designs their curriculum that is appropriate and apt for the
education of the differently abled students (Armstrong, Armstrong and Barton 2016). The
learning pace of the disabled students are not always same as other children. These schools
provide all technical and mental support to the students with disability to provide them with
quality education.
After the provision of Article 24 came into light, the perspective of the disabled
children education started to change. The first thing that these students lack is the social
skills. The students that are the part of the special schools did not get much exposure to the
outer world. According to most of the child education experts, interaction with class peers
could enhance the social interaction skills of the disabled students (Pilgrim and Hornby
2016). The mainstream educational institutes have a scope for this communicative
development which is lacking in the special schools. Another aspect in this is the quality of
education. The UN provision of Article 24 states that each and every child have the right to
get the highest quality of education and there should not be any discriminatory exclusion in
this context. The inclusive education in the mainstream schools would increase the
motivation of the disabled student and they would participate with their peers happily in the
process of learning (Walker and Musti-Rao 2016). At the same time one must not forget that
the mainstream schools could only be a positive thing in special children education of the
resources are available that are required for inclusion.
One of the most important part of the inclusive education is to fulfil and provide
quality educational needs for the students with learning and other disabilities. When talking

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about SEND, there are different types of students who would be benefitted in the mainstream
inclusive education more than the special school systems (Martin 2018). The term ‘Special
Educational Needs’ is denoted for the children who find it difficult to learning goals than the
students of their age. Most of the SEN students usually need extra help for acquire knowledge
in the classroom. The difficulties that the students mostly have while learning could consist
of both cognitive and behavioural ones. According to Hyatt and Hornby (2017), the early
stage education of the students with special educational needs should be done through
balanced and calculative curriculum. These needs of the students are seen to be met in the
mainstream schools more precisely than the special schools. The inclusive education provides
the scope for the student to understand the environment that they are growing up. The
government aided specials schools have necessary resources for the educational development
of the disabled students but at the same time, these schools do not provide the required
exposure to the students for their overall social and behavioural growth. According to Rieser
(2017), the main purpose of education is to help people in developing the skills for quality
life style. The special schools in the UK do provide the knowledge and support systems, but
these students often deprived of the cognitive and behavioural practical learning.
Another important part of the inclusive education in the special school system is the
cost effectiveness. In the opinion of Armstrong, Armstrong and Barton (2016), the guidance
of inclusive education designed by the UN states that the inclusive education would be
helpful in availing the same or better quality education for this disabled students in a much
lesser cost. The students that have thinking, learning and understanding disabilities find all
activities related to education difficult. This section of the disabled students are the most to
deliver education. They could only have the primary behavioural skills and that too they
would learn with quite difficulties. As opined by Hedegaard-Soerensen, Jensen and Tofteng
(2018), the educational environment for these students need to be well-equipped and