The second aspect of this controversy paper is the social skills which can be defined as the ability to use verbal and non-verbal communication skills and it can be very significant to engage and behave with others properly (Huitt et al., 2011). Therefore, this paper will attempt to investigate the possibility of inclusive education to improve the social skills of students with SEN through increasing their opportunities to make more friendships with their typical classmates, which would possibly help to reduce the risk of the social exclusion (Stephanny et al 2000; Block et al. 2007; Heiman2000; Ali et al. 2006(. However, other research argue that inclusive education may affect the social skills of students who are placed in mainstream classrooms
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The sample of the research was 256 of Israeli teachers and British teachers who were questioned about the indications of the current situation in their Classrooms. As a result, the British teachers highlight difficulties of the academic achievement as well as supporting the needs within entire classes. They pointed out the significance of receiving help which comes from specialists. Whereas, the Israeli teachers state that the inclusion, in terms of enhancing social–emotional skills, help students with SEN to adapt successfully within classes. Although they noted some disadvantages of inclusion for students without SEN, both those countries tend to support the idea of inclusion because it is a good chance for equality and to improve their self-esteem. Similarly, Mustapha & Jelas (2006) examined the willingness of teachers to accept students with SEN within class. They are given a questionnaire to investigate their attitudes towards inclusive programs. The data of this study shows that most of the teachers asserted that inclusion as the educational environment is a key influence to encourage social skills and minimize negative stereotypes of students with SEN. Overall, the positive impacts, which are shown explicitly in these studies, students with SEN should be placed with the others who have no disabilities at the same educational placement, and …show more content…
Lane et al (2005) attempted to compare the outcomes of social skills between students with Emotional Behavior Disorders (EBD) who were placed in regular school with those who were integrated in special placement. The results of this comparison show that there was a drop of the level of social and behavioral achievements because this could be a result of the lack of teachers training, where the lack of skilled-teachers may negatively influence social skills for students with (EBD) due to the lack of their experience and less trained with those students. Lamport et al (2012) also studied the lack of academic achievements and improving social skills in students with emotional behavioral disorders. This research indicated that academic deficits impede students in many situations to engage with peers socially. Therefore, this study suggests that education policy makers should provide support which minimizes negative behaviors by training teachers some behavior management strategies in order to deal with students with (EBD)
The sample of the research was 256 of Israeli teachers and British teachers who were questioned about the indications of the current situation in their Classrooms. As a result, the British teachers highlight difficulties of the academic achievement as well as supporting the needs within entire classes. They pointed out the significance of receiving help which comes from specialists. Whereas, the Israeli teachers state that the inclusion, in terms of enhancing social–emotional skills, help students with SEN to adapt successfully within classes. Although they noted some disadvantages of inclusion for students without SEN, both those countries tend to support the idea of inclusion because it is a good chance for equality and to improve their self-esteem. Similarly, Mustapha & Jelas (2006) examined the willingness of teachers to accept students with SEN within class. They are given a questionnaire to investigate their attitudes towards inclusive programs. The data of this study shows that most of the teachers asserted that inclusion as the educational environment is a key influence to encourage social skills and minimize negative stereotypes of students with SEN. Overall, the positive impacts, which are shown explicitly in these studies, students with SEN should be placed with the others who have no disabilities at the same educational placement, and …show more content…
Lane et al (2005) attempted to compare the outcomes of social skills between students with Emotional Behavior Disorders (EBD) who were placed in regular school with those who were integrated in special placement. The results of this comparison show that there was a drop of the level of social and behavioral achievements because this could be a result of the lack of teachers training, where the lack of skilled-teachers may negatively influence social skills for students with (EBD) due to the lack of their experience and less trained with those students. Lamport et al (2012) also studied the lack of academic achievements and improving social skills in students with emotional behavioral disorders. This research indicated that academic deficits impede students in many situations to engage with peers socially. Therefore, this study suggests that education policy makers should provide support which minimizes negative behaviors by training teachers some behavior management strategies in order to deal with students with (EBD)