Impossible Is Not a Verdict. Analysis of Disabled Children’s Integration in Educational Environment.

Impossible Is Not a Verdict. Analysis of  Disabled Children’s Integration in Educational Environment.

Nikulina A.K.

Moscow School  37, Grade 8

                                                       nikulnastya2009@yandex.ru

At least one out of ten people in the world has a disability, according to estimates by the World

Health Organization. These include people with hearing, vision, language, mobility and learning

impairments. Having a disability can often present numerous challenges to leading a full and productive life. People with disabilities are often unable to access education, due to obstacles in their environmental and the attitudes of other people. Some children with disabilities are hidden from the community and kept out of school. Those who do attend school – often the ones with less severe disabilities – may face embarrassment, discrimination and misunderstanding. Every child has the right to an education. Unfortunately, in the past many people assumed that the best place for children with disabilities was in a special school or classroom, separated from their ‘normal’ peers. Today, however, international experts and people with disabilities themselves are united in the belief that inclusive education in the child’s local community school, together with their non-disabled peers, offers the best opportunity for social integration and self-sufficiency.

Aim: This study was designed to determine difficulties of disabled children in their adaptation in educational environment

Research objectives:

• to investigate advantage and disadvantages of inclusive schools
• to analyze  common types of disabilities and proper treatment of differently-abled children
• to investigate  problems faced by children with physical disabilities and work out strategies to help them
•  to help students without disabilities identify some of their own feelings toward disabled people and to encourage tolerance and receptivity, as well as to increase their awareness of the potential and abilities of people with disabilities

Hypothesis: 

The equal right to education for children with disabilities will not be achieved by measures to ensure the provision of places at schools unless such action is also accompanied by a commitment to removing the other barriers which impede access.

Method of Research

• Literature review
• Data collection and analyses
• Description

Scientific novelty and the practical significance of the study:

• Raised awareness about inclusive education at local and school levels

• Worked out principles to determine problems faced by children with physical disabilities and  strategies  for proper treatment of differently-abled children

All mainstream practice needs to change in order to ensure fairer opportunity for all. An inclusive environment is a right to which we are all entitled. The development of inclusive practice will ultimately have a positive impact on every child’s wellbeing. The extent to which children’s happiness is taken seriously and their experience monitored will determine life chance for all.

Literature:

1. The New Book of Knowledge. The Children’s Encyclopedia.1969.Grolier incorporated, New York, USA
2. Perspectives of inclusive education in Russia. E.Iarskaia-Smirnova & P. Romanov.

      European Journal of Social Work.Vol. 10, No. 1, March 2007, pp. 89-105