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Traditionally, children requiring special educational needs (SEN) are segregated into separate learning environments. While this education practice has been established for years, other educators and analysts have been questioning its efficacy. Most of them suggest that students with SEN should be included into mainstream schools to maximize their learning experiences. Several other benefits as well as issues have been raised in relation to this educational issue. In this paper, the factors related to the education and inclusion of students with SEN, including the curriculum, attitude of the educators, professional development, equality issues as well as learning experiences, will be discussed. The significance and relevant effects of these factors will be the basis of the conclusion of this paper on whether inclusion should be adapted.
Huei Lan Wang (Thu,) studied this question.