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Hodkinson, A. (2010). Inclusive and special education in the English educational system: Historical perspectives, recent developments and future challenges. //British Journal of Special Education, 37//(2): 61-67. This article presents the issue of inclusive and special education in the educational system inEngland. Hodkinson (2010), explains that during the past 25 years special education in England has gone through rapid development and change, especially in relation to the emergence of[| inclusive education]. Nonetheless, there are many obstacles to effective inclusion in practice, which exist in the position of government, local authorities and schools. The ideology of inclusion first started in the 1900s, as a result of the failure of [|integration policies]and education to take into account individual needs of learners and their parents. Inclusive educational policy began with the election of [|New Labor in 1997]and was further developed by the government in the curriculum of 2000. There were three basic underlying principles; setting suitable learning challenges, responding to learners’ diverse learning needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils. It was obvious that inclusion became a political agenda to the government, expecting special educational needs of children to be normally met in the [|mainstream settings]. Despite this policy, the government of England continued to promote and develop [|separated schools]for special education needs. In addition, the definition of the term inclusion remains vague to the children, teachers, parents and other professionals involved. The biggest problem inEnglandis that inclusion has become connected and operationalized by governmental agents of [|accountability] and standards. However, inclusion should relate to special needs as well as to gender, sexual orientation, race, ethnicity, age, cultural and social class, rather than the teaching of disabled and non-disabled children within the same school or class. Therefore, inclusion is not a summative measurable issue. It’s a situation where all children are educated together in terms of location, need, curriculum and attitudes with no tolerance or justification towards a segregated system of special schooling. Moreover, there are several factors that impact inclusive education. First, the child’s voice and conception of inclusive education is very important. There must be a dialogue between those involved and those who experience this process. In other words, there should be a negotiation between the adults, parents, teachers and the students. The focus should be on supporting activities and cooperative learning programs, which enable children and adults to express their opinions about inclusion, instead of shedding focus on unnecessary legislative measures or tests. The controlling power of states, institutions and society to determine children placement in inclusive education should be replaced with an understanding of the individual value and self-development. Inclusion by choice is crucial, especially since some students do no want to be forced into mainstream placements. Second, inclusion in the English educational system is basically a political process and a feature of government planning. The implementation of inclusive education is top-down and the governments interest is mostly connected to economics and functionalist motivation, rather than developing individual potential. There is one curriculum for everyone and in the end policies of inclusion work within a regime of accountability. Some schools are worried about inclusion students affecting their achievement scores in a negative manner, since these children have low attainment and discipline. Third, local authorities translate legislation and initiatives into a more practical form. They decide the level of funding for local inclusion programs, which are vital to the successful implementation of the inclusive education. The lack of funding may be a very problematic issue for the useful implementation of inclusionary practices. Many local authorities cope with various difficulties since they are supposed to provide financial supporting of special education requirements, such as, early intervention programs and inclusive educational strategies. Finally, inclusion is being inclusion is being delayed because educational institutions are not prepared to include all children because of the barriers of lack of knowledge, will, resources, and morality. The importance of teachers’ attitudes to inclusion and their abilities to deliver this initiative is tremendous and connected directly to successful inclusion. Teachers will support inclusion if it relates to children with [|mild mobility]or [|sensory difficulties], not extreme behavioral difficulties. In other words, schools should provide support for their students’ needs as well their teachers’ needs, such as special training course, in order to reach to successful inclusion. To conclude, inclusion education is challenging for both teachers and students. It is important for more children with special education needs and disabilities to be taught side by side with their peers in local schools. There is a need to develop a new perspective towards these students, which is supported by clear, planned, coordinated and well-resourced policies. People involved should listen to the children, families and education professionals in order to reach and inclusive awareness. Inclusion is by the choice of individuals and not obligatory or by force. In my opinion, as an EFL teacher, one of the most important issues in this article is teacher and student attitudes towards special education and inclusive education. This is a very sensitive issue that affects the involved students in several ways. Throughout my teaching years I have been asked to deal with students with learning disabilities and help them adjust to normal class situations, without receiving any additional training or information about the topic. Instead, I do research on my own and try to figure out how to manage my students and treat them in a manner that will the entire class would benefit from. It is necessary that all teachers, not just special education teachers, become more aware of inclusion and participate in courses that equip them with suitable tools and ideas, which enable them to overcome any obstacle that might impede learning. Hodkinson, A. (2010). Inclusive and special education in the English educational system: Historical perspectives, recent developments and future challenges. //British Journal of Special Education, 37//(2): 61-67. This article presents the issue of inclusive and special education in the educational system inEngland. Hodkinson (2010), explains that during the past 25 years special education in England has gone through rapid development and change, especially in relation to the emergence of[| inclusive education]. Nonetheless, there are many obstacles to effective inclusion in practice, which exist in the position of government, local authorities and schools. The ideology of inclusion first started in the 1900s, as a result of the failure of [|integration policies]and education to take into account individual needs of learners and their parents. Inclusive educational policy began with the election of [|New Labor in 1997]and was further developed by the government in the curriculum of 2000. There were three basic underlying principles; setting suitable learning challenges, responding to learners’ diverse learning needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils. It was obvious that inclusion became a political agenda to the government, expecting special educational needs of children to be normally met in the [|mainstream settings].  Despite this policy, the government of England continued to promote and develop [|separated schools]for special education needs. In addition, the definition of the term inclusion remains vague to the children, teachers, parents and other professionals involved. The biggest problem inEnglandis that inclusion has become connected and operationalized by governmental agents of [|accountability] and standards. However, inclusion should relate to special needs as well as to gender, sexual orientation, race, ethnicity, age, cultural and social class, rather than the teaching of disabled and non-disabled children within the same school or class. Therefore, inclusion is not a summative measurable issue. It’s a situation where all children are educated together in terms of location, need, curriculum and attitudes with no tolerance or justification towards a segregated system of special schooling.
 * __Final Summary:__**

 Moreover, there are several factors that impact inclusive education. First, the child’s voice and conception of inclusive education is very important. There must be a dialogue between those involved and those who experience this process. In other words, there should be a negotiation between the adults, parents, teachers and the students. The focus should be on supporting activities and cooperative learning programs, which enable children and adults to express their opinions about inclusion, instead of shedding focus on unnecessary legislative measures or tests. The controlling power of states, institutions and society to determine children placement in inclusive education should be replaced with an understanding of the individual value and self-development. Inclusion by choice is crucial, especially since some students do no want to be forced into mainstream placements. <span style="font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> Second, inclusion in the English educational system is basically a political process and a feature of government planning. The implementation of inclusive education is top-down and the governments interest is mostly connected to economics and functionalist motivation, rather than developing individual potential. There is one curriculum for everyone and in the end policies of inclusion work within a regime of accountability. Some schools are worried about inclusion students affecting their achievement scores in a negative manner, since these children have low attainment and discipline.

<span style="font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> Third, local authorities translate legislation and initiatives into a more practical form. They decide the level of funding for local inclusion programs, which are vital to the successful implementation of the inclusive education. The lack of funding may be a very problematic issue for the useful implementation of inclusionary practices. Many local authorities cope with various difficulties since they are supposed to provide financial supporting of special education requirements, such as, early intervention programs and inclusive educational strategies.

<span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> Finally, inclusion is being inclusion is being delayed because educational institutions are not prepared to include all children because of the barriers of lack of knowledge, will, resources, and morality. The importance of teachers’ attitudes to inclusion and their abilities to deliver this initiative is tremendous and connected directly to successful inclusion. Teachers will support inclusion if it relates to children with [|mild mobility]or [|sensory difficulties], not extreme behavioral difficulties. In other words, schools should provide support for their students’ needs as well their teachers’ needs, such as special training course, in order to reach to successful inclusion. <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> To conclude, inclusion education is challenging for both teachers and students. It is important for more children with special education needs and disabilities to be taught side by side with their peers in local schools. There is a need to develop a new perspective towards these students, which is supported by clear, planned, coordinated and <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> well-resourced policies. People involved should listen to the children, families and education professionals in order to reach and inclusive awareness. Inclusion is by the choice of individuals and not obligatory or by force. <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: left;"> In my opinion, as an EFL teacher, one of the most important issues in this article is teacher and student attitudes towards special education and inclusive education. This is a very sensitive issue that affects the involved students in several ways. Throughout my teaching years I have been asked to deal with students with learning disabilities and help them adjust to normal class situations, without receiving any additional training or information about the topic. Instead, I do research on my own and try to figure out how to manage my students and treat them in a manner that will the entire class would benefit from. It is necessary that all teachers, not just special education teachers, become more aware of inclusion and participate in courses that equip them with suitable tools and ideas, which enable them to overcome any obstacle that might impede learning.