Since arriving in Oz prior to beginning my New Zealand placement with the dramatherapist Paula Crimmens on the 1st of Feb, i have pondered over certain ideas and questions such as: What a child can do rather than cant do i believe should be one of the major factors residing in education and teaching in both mainstream and special education.I have been considering why we seem to as a society not just in the UK but also from discussing aspects of my placement here in Oz why we find it far easier to locate, treat and understand those with physical disabilities or illnesses rather than those with mental or behavioural illnesses or difficulties. Is it just because we can see very clearly in for instance a P.E class that a child has suffered a leg break for example, and therefore cannot do a large proportion of the physical curriculum. However he/she can still be included theoretically by the teacher for example. However when it comes to a child with ADHD within a mainstream school the current system of education and teaching often i believe fails to realise that just like the child with the broken leg in a P.E class cannot physically participate, the child with ADHD in a maths class for instance cannot or finds it extremely difficult to learn in one mode – behind a desk being taught at.INTERACTIVECREATIVEPHYSICAL AND MENTAL LEARNINGUSING BOTH SIDES OF THE BRAINDOROTHY HEATHCOTE!!! COMBINED LEARNING.Is mainstream education the right thing for for those who have been diagnosed with ADHD or Autism both of whom have every right to attend mainstream schools? However mostly when they do they are on powerful and potent drugs, is this really the only way?If they do not attend mainsteam education where do they go, if in fact the answer to that is special education, is it right then to educate children with behavioural difficulties (ADHD) alongside those who are diagnosed with severe learning disabilities (downsyndrome?) Is it beneficial for either? However then again the same could be said for children with ADHD being taught along side other children who are ‘normal’ in mainstream education. What is the answer? Is there an answer?Pondering done for just now – but much more pondering to come!
04/02/08 at 20:00
This is an interesting start marie – what are the provisions within mainstream education that do/attempt to support the child with cognitive difficulties in the maths class? What initiatives have come into place in recent years in the uk or indeed in New Zealand? This is worth researching.
04/02/08 at 20:00
When i was researching for my dissertation i came accross some research in glasgow library that began to delve into this area. I cannot recall off hand what the book was called but i know that it was centered around King Ecberts school in Sheffield. I’ll have a wee look and see if i can identify the name of the book. Anyhow, the whole debate was whether education with ADHD students should be inclusive, do other student learn aswell/more effectively with students with ADHD..Althought they came into some difficulty with intergrating students, it proved that those with and without autistic traits developed a greater understanding of each others worlds. Fundamentally mental defects are feared by an autonomous society who do not understand how they effect ones behaviour. The more the individuals with ADHD/autism/pre frontal damage are included not just intergrated into society and education, providing other students with an understanding and appreciation for the differences that lie amongst their culpabilitites and ways of learning. I think the really important words you should be thinking about are intergration and inclusion, both infer very different things and inclusion is exactly what we should be striving for.