No one can question the notion that children are entitled to the fundamental necessities of life: love and attention, food and shelter, health care and education. Education is not only a basic human right but it is also the best tool the government has to instill essential skills and teach children about their rights.
The education of special children requires greater commitment because of the existence of distinctive circumstances. It requires the expertise and dedication of a trained staff, the full participation of the supporting characters and, budgetary support for the establishment of the centers, the acquisition of supplies and materials and the installation of other auxiliary aids and services (UNESCO, 2010).
However, there is great debate over including students with disabilities, in particular students with learning disabilities, in inclusive classrooms. Several strategies are available to support educating students with learning disabilities in inclusive classrooms including: co-teaching, differentiated instruction, and peer-mediated instruction and interventions. Theories suggest the practice of inclusion is congruent with social justice, but evidence suggests mixed results regarding academic achievement typically occur. Nevertheless, results of providing separate pullout instructional services are not necessarily more likely to achieve desired results. Therefore, educators need to exert more effort in making placement decisions yet, considering the resources available in their school and the skill level of the students they work with, in order to make proper decisions regarding a non-toxic environment.
On the other hand, including students with disabilities in general education classrooms had significantly positive impacts on both students with disabilities and their non-disabled peers. Research has demonstrated that achievement and learning outcomes are improved for all students, because they work to create strength-based classrooms, increase student access to resources and technology, implement differentiated instruction, and teach skills for collaboration and interdependence (Sanwal, 2010).
As observed in many elementary schools in the Division of Batang, the goals of education for all, particularly with special needs are not yet fully realized. The school continuously deals with special needs and problems in terms of literacy and numeracy skills. With these observations, the teacher is driven to be an active voice for the children with special needs for equal opportunity for better and quality education through an inclusive classroom education.