Posted: June 13th, 2015

INCLUSION OF STUDENTS WITH DISABILITIES IN MAINSTREAM SCHOOLS

 

Abstract

1.0 Introduction

In developed countries, most people expect to be treated equally, including people with disabilities. However, most people with disabilities rely on other people for their rights, such as the right to education and health care facilities. In advocating the need for equal treatment, this paper will study how people with disabilities should be included in the normal education system. The thesis of the study, which is the inclusion of learners with disabilities in mainstream education, will be researched to discover teachers’ experiences when they try to include these students in their classes (Pather, 2011). The background of the study will discuss the benefits of inclusion and some of the challenges teachers encounter in implementing the inclusion policy. The research will then provide the methodologies that will be used in the study.

 

2.0 Research

 

3.0 Research questions

According to Rogers, 2003, a researcher should first make an outline that would help in defining the focus of the research before coming up with any research methodology. Doing this implies the development and identification of the research questions. This research will consider the current methodologies and literature used in preparing and settling on the research questions for the study. The following will be some of the questions that will be used during the study.

1. Dothephysicaleducationtutorshavequalificationsandsufficienttraining to help in theinclusion of learners with challenges in the mainstream classes of physicaleducations in highschools?
2. What are some of theexperiencesthatphysicaleducationteachershavehad in dealing with learners with disabilities? Havetheseexperiencesmadeteachersdevelopattitudes in dealing with thesechildren?

The following are the questions that will be investigated in the research. These questions will be supplementary to the research study.

3. What are thehardshipsandbarriersdostudents with disabilitiesandthephysicaleducationteachersencounter during thelearning?
4. What are therealities that theteachersexperience in havingassistants to help with theneeds during thephysicaleducation tutorials?
5. What are theexperiences that students with disabilities in thephysicaleducationclasses in mainstream secondaryschools?

 

4.0 Background of the study

 

5.0 Significance of the study

 

6.0 Research methodology

References

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Bailey, J. (2004). The validation of scale to measure school principals’ attitudes toward the inclusion of students with disabilities in regular schools. Australian Psychologist, 39, 76-87.

 

 

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Pather, S. (January 01, 2011). Evidence on Inclusion and Support for Learners with Disabilities in Mainstream Schools in South Africa: Off the Policy Radar?. International Journal of Inclusive Education, 15, 10, 1103-1117.

 

 

Rogers, B. (2003). Behaviour recovery: Practical programs for challenging behaviour and children with emotional behaviour disorders in mainstream schools. Melbourne, Victoria: ACER Press.

NOTE:

6.1 Type of Research

 

6.2 Sample or Source of Data

 

6.3 Data Collection Methods

 

6.4 Data Analysis Techniques

 

6.5 Reliability And Validity (Truthfulness) Mechanisms

 

 

NOTE:

The word count in Research methodology between 900 to 1100 word.