The Chosen Ethical Issue
The research problem that will be the focus of the planned paper relates to the specific needs of students with physical disabilities or behavioral issues in general classrooms. In particular, the research paper will use such terms as inclusion and competence to regard the issue through the prism of teachers’ professionalism. By studying the perspectives on teacher competence improvement, the project will propose solutions helping to reduce the cases when pupils’ special needs are disregarded.
The Key Assumptions
Professionals working with children who have no physical and behavioral problems become increasingly involved in disability education due to the trends of inclusion and diversity in the classroom. With that in mind, teachers’ professionalism and flexibility become extremely important aspects to the problem. The factors that lie at the heart of the chosen ethical issue mainly relate to teachers’ lack of experience or the inability to fully acknowledge the needs of disability students. More specifically, the following assumptions can be discussed in the project:
- Teachers’ competencies and perceived self-efficacy depend on the country due to differences in academic degree systems in education (Schwab, Hellmich, & Görel, 2017);
- Educators who fail to implement the principles of inclusive education often demonstrate “dissonance in beliefs”, the lack of inventiveness, and fear to use new teaching practices (Brownell, Adams, Sindelar, Waldron, & Vanhover, 2006, p. 173; Vaz et al., 2015);
- General educators’ unwillingness to develop collaborative relationships with special needs professionals and related preconceptions contribute to their inability to promote equity (Cahill & Mitra, 2008);
- There are numerous types of disabilities, and the need to make multiple methodological adjustments overcomplicates teachers’ work (Bubpha, Erawan, & Saihong, 2012).
Potential Solutions and Notable Theorists
The issue being discussed is extremely important since despite inclusion-related initiatives implemented all over the world, many special needs students still experience problems in general classrooms. The assumptions that help to get to the heart of the matter emphasize the role of teachers’ beliefs and professional competence, and this is why potential solutions should touch upon advanced professional training for general educators. The existing relevant literature analysis contributes to distinguishing two solutions.
- Focus on the emotional components of inclusive education and improve general teachers’ attitudes toward children with special needs (Jordan, Schwartz, & McGhie-Richmond, 2009). Thus, it is possible to design new training strategies that present inclusive education as something positive rather than challenging. Also, there is an opportunity to organize school-based events helping to promote positive attitudes towards diversity in the classroom to foster change at the systems level.
- Strengthen collaborative relationships between general and special education teachers to eliminate professional knowledge deficiencies of the former (Cahill & Mitra, 2008). To implement the solution, strategies for overcoming interpersonal conflicts should be considered.
The importance of proper theories for understanding the problem cannot be overstated. The assumptions and potential solutions listed above align with the works and propositions of Mel Ainscow (professional development of teachers), John Fish (the ideas of co-partnership), and John Dewey (teacher education and analytic skills) (Clough & Corbett, 2000). Along with the works of other researchers, these ideas help to understand the problems of children with special needs in general classrooms.
Other Concerns
Despite the presence of numerous strategies that are helpful in promoting inclusion, the situation can be problematic due to some intractable issues. For instance, when it comes to the existing barriers to effective education, many teachers list the absence of qualified staff and resources for special needs students, inadequate financial support, and disruptive behaviors in the class (Njie, Shea, & Williams, 2018). The approaches that overcome the lack of resources that affects the quality of education are underresearched in the existing literature. Therefore, the global implementation of improvement strategies does not seem possible today.
References
Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169-185.
Bubpha, S., Erawan, P., & Saihong, P. (2012). Model development for inclusive education management: Practical guidelines for inclusive schools. Journal of Education and Practice, 3(8), 223-232.
Cahill, S. M., & Mitra, S. (2008). Forging collaborative relationships to meet the demands of inclusion. Kappa Delta Pi Record, 44(4), 149-151.
Clough, P., & Corbett, J. (2000). Theories of inclusive education: A student’s guide. Thousand Oaks, CA: Sage Publishing.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
Njie, A., Shea, S., & Williams, M. (2018).Students first: Inclusive education that supports teaching, learning, and the success of all Nova Scotia students. Report of the Commission on Inclusive Education. Web.
Schwab, S., Hellmich, F., & Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs, 17(3), 205-217.
Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. PloS One, 10(8), e0137002. Web.