Single Subject Design Sociology

SOCIOLOGY

Sociology: Single Subject Design

Macro and Policy Impact

Education for Persons with Special Educational Needs (EPSEN) Act passed in 2004 mentions that special needs children should be taught in an inclusive classroom (“Education for Persons with Special Educational Needs Act 2004”, n.d.). The Act was passed to provide equal opportunity for progress to special needs students. They should not remain excluded from the welfare of students who do not have such needs. The Act also attempted to ensure that special needs children would become better by socializing with normal children and would learn behaviors that would help them get better.

The Act also aimed at providing the same right at the national level for availing the equal education that normal children benefitted from (“Education for Persons with Special Educational Needs Act 2004”, n.d.). The government deemed it important that when special needs children leave school, they must be equipped with the necessary skill set for further advancement in college and university and later in practical life. This would enable them to live full and content lives as they become independent enough to be self-contained.

Certain decisions need to be made by the school authorities to accommodate children with ADHD as well since they are special in terms of different behavioral needs. The education plan needs to be all-inclusive, and the Act should be in line with Section 3 (“Education for Persons with Special Educational Needs Act 2004”, n.d.). The modes of assessment should be diverse so that the behavioral needs of ADHD children should be gauged by considering their mood triggers or cues that trigger them for aggression.

The Act’s impact on ADHD school-going children would be positive since mental or behavioral health complications should not hinder their learning abilities. Every child has its own learning pace, even among normal children. Although learning differently is a challenge for curriculum creators, it remains important the equal right to education is nondiscriminatory for every child.

An inclusive school program would benefit ADHD children as they could participate in everyday class activities (Leijen et al., 2021). The system has to adjust to such children so that their mental health does not get adversely affected due to social exclusion if education is provided to them in segregated contexts (Goransson et al., 2020). Inclusivity would foster their socialization skills with normal children; they would be exposed to new opportunities and feel a ‘fit’ within the society with support.

The provision of services would also be impacted by the availability of specialized teaching staff that should meet the behavioral and intellectual needs of special or ADHD children. They should be trained to the extent that they should know about the signs when the child would be aggressive or would be fidgeted. The controlling and calming strategies within the class should be made known to the teachers, which comes under the government’s responsibility. The policymakers should contemplate devising special training courses for such teachers who would be managing inclusive classrooms. It would directly impact the health and well-being of ADHD students at the receiving end.

The selected Act would only be feasible if the idea of inclusivity is understood thoroughly. The students and teachers should be aware of the inclusivity techniques for classroom management, facilitating a supportive environment for special students, and assessing them with diverse mechanisms. The carefully organized resources and adequate teacher assistance should be provided in light of the EPSEN Act 2004. On the contrary, it might be understood that if teachers are not guided well in this direction, education equity would not be possible as behavioral problems for special children would aggravate. The impact could be disastrous regarding drop-out rates and the economic burden of ADHD children’s treatment.