Inclusion of Children with Disabilities in Mainstream Schools and Problems Encountered

Elvira Mullai

Abstract


This study presents the results of a research work, which aims to highlight the benefits of inclusion in the education of children with disabilities and the issues that are encountered during the application of this process to the usual schools in our country.

There are a significant number of children with disabilities in our country. Children with disabilities have different needs from adults with disabilities due to different life cycle related interests. For them, the most essential needs relate to education, as a fundamental right legally sanctioned.

The education of children with disabilities aims at the full development of intellectual and physical potential and the improvement of the quality of their lives to prepare them for full integration in society and the labor market. Inclusion and integration of these children into mainstream kindergartens and schools is paramount.

Inclusion of children with disabilities in mainstream schools brings efficiency not only for integration, socialism, education and education of children with disabilities, but also for the overall development of society, members of which are both children.

Like any other process, the process of inclusion in education has its own problems, which through education policies, the joint work of education actors, come to the elimination.

The purpose of this paper is to reflect the realistic condition of the productivity that brings the involvement of children with disabilities into mainstream schools and to identify the problems that exist in these educational institutions during the process of inclusion. In order to prove the problem, we have also raised the research question: What are the issues arising from the process of inclusion of children with disabilities in mainstream schools? We have proved this problem through semi-structured interviews, developed with teachers, students and parents, in three 9-year-old schools where they teach children with disabilities, in one school there are auxiliary teachers and in the other two the assistant teacher is absent.

From the results of the research we have come to the conclusion that through inclusive education the integration of children with disabilities in society with children with disabilities is achieved, their intellectual and physical potentials are developed, but this process also presents problems that need to be studied and eliminated.


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