Early-childhood education is a fundamentally vital level of the academic system that determines the prowess of pupils. However, this level is affected by social-economic inequality that may influence the progress of the pupils. Accordingly, this paper will analyze and summarize research that was conducted in this field.
Summary
Early childhood and care (ECEC) has been facilitated by the administration systems of nations across the globe. There are impacts that appear in the effective learning processes for non-disabled learners during inclusion. For instance, Reiter and Vitany (2010) researched the effects of inclusion on the regular learners’ burnout, mind-set, and quality of intercession. Specifically, the research methods incorporated the use of 12 boys and 11 girls at the ages of 9 and 10 and inclusive education models.
Moreover, the students were involved in other school life activities and mingled between classes of the autistic children and the regular classes. In conclusion, the ending remark from this research indicated that interventions did not prove to be a way of handling all learners with autism. Other negativities of inclusion identified some limits when fulfilling the principle of the least restrictive environment (LRE) in regard to children with autism. In a statement, he pointed out that the children could make great achievements when treated in an exclusive manner. For instance, children with high degrees of autism receive close and special lessons that are not necessary for non-disabled learners.
Analysis
The research study presented by Reiter and Vitany (2010) has applied adequate data that makes the research reliable. This research study has dictated the issues that are pertinent to the provision of equitable education through the process of inclusion. However, with the introduction of an educational system where pupils with mild special needs and normal ones are combined, it is crucial to extend the research to this level of equitability. This extension can inquire and identify ways of treating normal and disabled students equally.
In regard to the issues of validity and biases, the research had no regional segmentation. It can be based on the first-world countries whose educational systems have higher standards than the developing countries. On the other hand, the study might make conclusions that cannot be generalized to apply in other parts of the world, such as Africa.
Although the research has considered fundamental aspects affecting education, including the social and economic factors, it is critically important to approach the research from a broader perspective (Gall, Gall, & Borg, 2010). In this regard, it should focus on various regions, such as Asia and Africa, because people have migrated from profoundly and intermingled. As a result, it would be more effective to study the various locations in order to determine the foundational behaviors of the education system in the mother countries and use them when making determinations.
Regarding the results, the most critical effect of the findings is the proposed change of roles between the policymakers and scientists (Gall, Gall, & Borg, 2010). In accordance with this, scientists have been rendered invalid to make a critical decision concerning issues of early childhood education in favor of policymakers. As a result, it implies that the educational prowess of scientific research is undermined fatally. Inclusion should be developed to equalize the presence of students and develop their abilities in a holistic manner.
References
Gall, M. D., Gall, J. P., & Borg, W. R. (2010). Applying educational research (6th ed). Boston, MA: Pearson Education.
Reiter, S., & Vitany, T. (2010). The inclusion of Pupils with Autism: The effect of an intervention program. Innovation in Inclusive School Development, 57(1), 1-34.