Investigating Acceptance and Belonging for Special Children in Schools

This essay investigates the critical importance of acceptance and a sense of belonging for children with special needs and learning difficulties within the school environment. It explores the historical context of discrimination faced by these children and highlights the shift towards inclusive education, emphasizing the role of governmental bodies in ensuring their rights. The essay delves into the concept of belonging, defining it as a feeling of acceptance and social connection, and reviews relevant literature on the positive impact of this sense on children's self-esteem, emotional well-being, and academic engagement. It examines the attitudes of teachers and counselors, the importance of positive classroom management, and the need for support systems to address the unique challenges faced by these students. The essay also identifies a gap in the existing research, focusing on the sense of belonging of children with learning disabilities in schools and their acceptance in the general world, advocating for further investigation into this crucial aspect of their educational experience.

Running head: ACCEPTANCE OF SPECIAL CHILDREN IN SCHOOL
ACCEPTANCE OF SPECIAL CHILDREN IN SCHOOL
Name of the Student
Name of the University
Author Note

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Introduction
Disabled children and children with learning difficulties are one of the most sidelined
and left out. The word “handicapped” does not only refer to physical disability like blindness
and deafness but also refers to mental disabilities like autism, dyslexia, speech disorder and
many more. It is estimated that about 93 million children are disabled in the world
(Unicef.org, 2019). Children with special needs have faced discrimination from a very long
time and have they have been exposed to physical abuse as well. Earlier, children with
special needs and learning difficulties were not treated equally, they did not go to schools or
step out of the house. Under the act, Convention on the Rights of the Child (CRC) and
Convention on the Rights of Persons with Disabilities (CRPD), governments from all over
the world have taken the responsibility of making sure that every children, irrespective of
disability, enjoy the rights they are entitled to without any discrimination of any sort
(Unicef.org, 2019). Special schools were set up for the education of differently abled children
and children with learning difficulties with specialized trained teachers and different learning
equipment’s, the emerging question is whether they are able to cope up with the general
children in the usual world thus from here a sense of belonging arouses. This paper proposes
to investigate the importance of a sense of belonging in children with learning difficulties in
schools. Belonging means acceptance and it is very important amongst the children with
special needs to feel they are accepted in the society and especially in their schools where
they spend most of their times after house to ensure their healthy growth and development in
the competitive world.

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Literature Review
Sense of belonging means a feeling of acceptance by others in various social settings.
This a human need as feeling of acceptance boosts self-esteem and helps to cope up with
emotional pain.
Sense of belonging among children with learning difficulties
The concept of sense of belonging in psycho-social concept has been defined as a
stretch to which an individual feels himself or herself socially connected and accustomed,
included, accepted, respected and assisted by others in varied social contexts and dynamics.
Research suggests that people who feel socially connected and accepted exhibit a higher rate
of mental and physical well-being. In the context of special schools meant for children with
learning difficulties, certain measures can be implemented to enhance a sense of belonging to
the children, for instance, school engagement, amicable teacher-student relationships as well
as genuine peer-to-peer relationships among children in the class and outside as well.
It is necessary to prioritize sense of belonging to enhance their effort, achievement
and their motivation. According to researches when students with learning difficulties (such
as dyslexia, autism) feel they are accepted in their school community they feel motivated and
start engaging in academics as well as co-curricular activities (Garrote, et al.,2017). Feelings
of belonging in school when improved, supports student’s achievement and engagement.
Attitude towards counsellors and teachers
It has been observed that children with learning difficulties feel shy or hesitant to
interact with their peers in the classroom or in schools and mainly restrict themselves to their
own domain. The role of teachers also play a huge role in helping create a sense of belonging.
New teaching practices like fair treatment, positive management of the classroom, sensitive

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towards disabled children and the most important is fostering mutual respect and positive
relationships among classmates to ensure there a sense of community is built. Counsellors in
inclusive education is equally important to analyse the problems and come up with effective
solutions that can be implemented to solve problems faced by children with learning
difficulties (Lee et al.,2015). There has been cases of modification of behaviour which led the
students with learning disabilities to conceal or hide their special needs (Pesonen, 2016).
Such behaviour have often caused them isolated, ostracised, depressed and disconnected with
the society. Counselling and guidance needs to be provided to those children so that they can
come out from the fear of getting “otherised” or “stigmatised” from the society.
To sum up, a caring, assisting and supportive school atmosphere, with co-operating
and understanding teachers, mentors, counsellors and guides is overtly necessary for the
physical as well as psycho-social wellbeing of children with learning disabilities who require
special attention and help. It would further help them in making healthy and sound bonding
between their peers and improvement in academics which in turn would lead to their all over
development
Children with learning difficulties requesting help for their lessons
Children with learning difficulties tend to isolate themselves in schools and other
institutions as they find it difficult to cope up with their peers. Creating a sense of belonging
gives them the courage to ask and rectify their problems. Children with learning disabilities
need special care and guidance in academics as well as their all over personality development
(Tarabia, & Abu-Rabia,2016). Children with learning difficulties should feel that they belong
to the environment in the classroom equal or no less to their peers to come out of their shell
and ask for help. Positive environment should ensure children to ask for help from the
teachers and even from their peers when they are in need of any kind of help regarding

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academics. This ensures a friendly atmosphere among students both general and children
with learning difficulties can become friends, play together, learn together and create a sense
of belonging among them for their overall growth and development as an individual.
Literature Gap
Several researches have been conducted on children with learning difficulties (their
behavioural pattern in the context of academics and other spheres, with variety of social
contexts and dynamics), especially on their right to education. Setting up of special schools
and even disadvantages and advantages of inclusive education has been dealt. However, there
has not been any research conducted on the sense of belonging of children with learning
disabilities in schools that focuses on their acceptance in the normal world which was
unknown to them for a long time and which makes them a normal child just like another kid.

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References
Ballard, K. (2016). Children and disability: Special or included. Waikato Journal of
Education, 10(1).
Garrote, A., Dessemontet, R. S., & Opitz, E. M. (2017). Facilitating the social participation of
pupils with special educational needs in mainstream schools: A review of school-
based interventions. Educational Research Review, 20, 12-23.
Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children with
special needs in early childhood education: What teacher characteristics
matter. Topics in Early Childhood Special Education, 35(2), 79-88.
McKenna, M. K., & Millen, J. (2013). Look! Listen! Learn! Parent Narratives and Grounded
Theory Models of Parent Voice, Presence, and Engagement in K-12
Education. School Community Journal, 23(1), 9-48.
Tarabia, E., & Abu-Rabia, S. (2016). Social Competency, Sense of Loneliness and Self-
Image among Reading Disabled (RD) Arab Adolescents. Creative Education, 7(09),
1292.
Unicef.org (2019). [online] Unicef.org. Available at:
https://www.unicef.org/sowc2013/files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf
[Accessed 6 Mar. 2019].
Pesonen, H. (2016). Sense of belonging for students with intensive special education needs:
An exploration of students' belonging and teachers' role in implementing support.

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