IOE Assignment Coversheet

Complete and paste this coversheet to the front of your assignment

Student candidate number:JWFJ4

Programme: Psychology & Human Development

Module:EDPS0017: Educating Minorities, Migrants and Refugees 23/24

Assignment Title:Should children with disabilities be educated separately to

ensure they do not underachieve? If so, how does this work for inclusion and
integration?
Word Count:
(Excluding abstract, footnotes, bibliography/references list, appendices,
tables, figures and title)

Student Declaration:
By submitting this assessment, I confirm that all the work is my own unless
collaboration has been specifically authorised. I understand that any form
of Academic Misconduct is strictly prohibited, including the use of essay
mills, homework help sites, plagiarism, collusion, falsification, impersonation
or any
other action which might give me an unfair advantage. ☐
I am aware that my assignment may be used in anonymised form in helping
future students. Opt-out: do not allow material to be used in teaching future

students 
Extenuating Circumstances

Please only complete this section if you have applied for EXTENUATING
CIRCUMSTANCES (EC)

Please tick the relevant box:

. I have applied for EC but have NOT received a decision from the panel yet ☐

. I have applied for EC and have received a decision from the panel. ☐

My new deadline is: Click or tap to enter a date.

Please note that after the original deadline whatever you submit will be deposited
on Turnitin so you cannot submit multiple times. If you want to check your Turnitin
score before you submit you can do this by uploading a ‘test’ submission on the
following Moodle page:

https:/moodle.ucl.ac.uk/enrol/index.php?id=34

Draft

Title:Should children with disabilities be educated separately to

ensure they do not underachieve? If so, how does this work for

inclusion and integration?

Introduction
- Brief overview of the debate on education for children with

disabilities.

- Thesis statement: Argue the position on separate education vs.

inclusion and integration, with a preview of points to be discussed.

Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the

standards agenda: Negotiating policy pressures in England.

International Journal of Inclusive Education, 10(4-5), 295-308.The

article examines the tension between the drive for academic

standards in England and the inclusive education agenda, providing

insights into the complexities of implementing inclusive education in

the face of policy pressures.

Slee, R. (2001). Inclusion in practice: Does practice make

perfect? Educational Review, 53(2), 113-123.

Define Disability and Special Education

- Definition of Disability

Discuss the various types of disabilities (physical, intellectual,

sensory, and learning disabilities).

Importance of recognizing the diversity within the category of

disability.

- Special Education

Historical context and evolution of special education.

Winzer, M. A. (1993). The History of Special Education: From

Isolation to Integration. Gallaudet University Press.

The main principle and objective of special education is to

provide tailor-made educational strategies and support systems to

meet the unique needs and potential of each student with

disabilities and to ensure that they have access to free and

appropriate public education.

Early childhood education and care for children with disabilities.

Odom, S. L., Horner, R. H., Snell, M. E., & Blacher, J. (Eds.). (2007).

Handbook of Developmental Disabilities. The Guilford Press.

B. Inclusion and Integration

1. Definition of Inclusion and Integration

Compare and contrast the concepts.

Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing

Learning and Participation in Schools. Centre for Studies on Inclusive

Education (CSIE).

Stainback, S., & Stainback, W. (1990). Inclusive Schools.

Association for Supervision and Curriculum Development (ASCD).

2. Inclusive Education

Principles and practices of inclusive education. The role of

educators and support systems in fostering inclusion.

3. Advantages of Inclusion

Educational, social, and psychological benefits for children with

disabilities.

Benefits for non-disabled students and the school community.

C. Focus on autism

1. reasons for choosing an autism disability.

2. Characteristics and adaptations: description.

Accommodations and modifications in the educational setting.

Impact on learning and social integration.

D. Analysis of case studies

1. Case study countries ---- China:Reasons for selection

2. Overview of the education system in China

Brief overview of China's education system and policies for children

with disabilities.

With regard to policies for children with disabilities, China has

adopted the concept of inclusive education, endeavouring to

integrate children with disabilities into ordinary schools and classes

and to provide the necessary support and adaptive educational

measures. In recent years, the Chinese Government has increased

its support and investment in special education, and has introduced

a series of policies and measures aimed at improving the

educational situation of persons with disabilities, including: a special

education upgrading programme, a policy on integrated education,

and a policy on financial assistance for students with disabilities.

Deng, M., & Poon-McBrayer, K.F. (2012). Reforms and challenges

in the era of inclusive education: The case of China. British Journal of

Special Education, 39(3), 117-122.

E. Comparative Analysis

Comparison of separate education vs. inclusive settings based on

case studies and literature.

Discussion on how each approach meets the needs of students with

disabilities.

Case Study 1: Implementation of Inclusive Education in Shanghai

Deng, M., & Poon-McBrayer, K. F. (2004). Inclusive education in

China: Conceptualisation and realisation. Asia Pacific Journal of

Education, 24(2), 143-156.

F. Conclusion

Recap of the main arguments presented: The main argument of this

paper focuses on the approach to education for children with

disabilities - whether it should be segregated or inclusive and

integrated.

Conclusions from discussions and analyses.

Make recommendations to relevant educators and communities on

supporting the education of children with disabilities.

G. References