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Special And Inclusive Education

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Special And Inclusive Education

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Special And Inclusive Education

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Question:
Discuss about the Special and Inclusive Education.
 
 
Answer:
Introduction:

Education provides interactive skills which enable professionals to engage different Stakeholders in positive communication.There are very many justifications that can be given to prove that education is a social determinant of health. In the first place, acquisition of quality education can equip individuals with knowledge to help them in making important decisions regarding their health. Meaning, the people who lack education are not informed on the benefits of modern healthcare services. Knowledge is a powerful tool that can be relied upon to change people’s minds, attitudes, and perceptions towards health.
Again, education widens a person networks hence enables an individual to get employment opportunities (Donato & Segal, 2013). Should this be the case, the employed persons can have some income to use in seeking for medical services. However, this cannot happen to the uneducated persons who do not have as much opportunities as compared to the educated people in the society. Education has played a significant role in determining the health status of the indigenous and non-indigenous communities in Australia.  
The video demonstrates how education is used as a tool that can enhance professional  communication  and plays a significant role of determining the health of people in the society. The accessibility to the children to healthcare services was not only influenced by education, but other social factors as well. Two of the most outstanding social determinants featured in the video are social status and culture.
From the video, it was observed that there was no equality in access to healthcare services by the children. Social status played an important role because it determined who got access to health care and who did not. As a matter of fact, only the children from the higher social strata got an easier access to quality healthcare services (Fairman, Rowe, Hassmiller & Shalala, 2011). This implies that the children from the higher social classes are privileged because their parents have enough resources to use in acquiring the services. The other reason why children from higher social classes got an interrupted access to quality healthcare services is because they come from a background in which people are knowledgeable and appreciate modern healthcare services (Brown, et al., 2015). However, this did not apply to the children from lower social classes who appeared to be struggling to acquire quality healthcare services.
On the other hand, accessibility of the children to healthcare services was influenced by their cultural diversities. The children from families that believe in modern medicine appeared to be more accessible to healthcare services than the ones from the families which do not hold similar views. This happened because children who believe in modern medicine appreciate it as the most important form of healthcare in the society (Gajjar, Zwi, Hill & Shannon, 2014). Therefore, everyone who experiences a change in their health should rush to the hospital to be attended to by a healthcare provider. However, this does not apply to the people who do not appreciate modern medicine because they believe in alternative medicine such as herbs and spirituality.    
The project presented in the video is a typical example of a primary healthcare initiative. Its success demonstrates that it was executed in compliance with the principles of equality and community participation.
 
The implementation of the project was based on the principle of equality and equity. Meaning, deliberate efforts were made to provide healthcare services to everyone irrespective of their gender, age, cultural, racial, ethnic, or religious diversities (Russell, 2013). Although Australia is a large country that is made up of people from diverse backgrounds, it has made efforts to create an equality and equity-guided healthcare system (Mitchell, 2014). This is the same efforts that were made in the video clip because each and every child was given equal chances of accessing healthcare services regardless of their socio-economic background. Meaning, the project was grounded on the principles of equity and equality amongst all. Otherwise, the children would have been discriminated and given preferential treatment based on their family background.
Meanwhile, the project involved the application of the principle of participation and community involvement. Although the project was coordinated and managed by the healthcare providers, there were elements of community participation. Members of the community were given a chance to contribute in the best way they could (Thompson, Arena, Riebe & Pescatello, 2013). For example, the parents were relied upon to support their children to manage their conditions whenever necessary.  At the same time, some local people were involved in the making of major decisions regarding the project. This was a commendable action because it not only gave the community members a chance to be part of the project, but made them to feel recognized and motivate them to support it. Indeed, community involvement is one of the most fruitful strategies that have been applied to adequately respond to the health needs of the Aboriginals in the country (Panaretto, Wenitong, Button & Ring, 2014). 
This poster is about diabetes campaign amongst the indigenous communities. Diabetes is one of the chronic conditions affecting the Aboriginals in the country. It has been associated to lifestyles such lack of physical activity, stress and lack of appreciation for medical check-up. Therefore, in this poster, the Aboriginals are asked by one of their celebrities to engage in check-ups because it will help them to address the persistent challenge of diabetes.
 
References
Brown, A., O’Shea, R.L., Mott, K., McBride, K.F., Lawson, T. & Jennings, G.L., (2015). A strategy for translating evidence into policy and practice to close the gap-developing essential service standards for Aboriginal and Torres Strait Islander cardiovascular care. Heart, Lung and Circulation, 24(2), pp.119-125.
Donato, R. & Segal, L., (2013). Does Australia have the appropriate health reform agenda to close the gap in Indigenous health?. Australian Health Review, 37(2), pp.232-238.
Fairman, J. A., Rowe, J. W., Hassmiller, S., & Shalala, D. E. (2011). Broadening the scope of nursing practice. New England Journal of Medicine, 364(3), 193-196. DOI: 10.3912/OJIN.Vol19No02Man02
Gajjar, D., Zwi, A.B., Hill, P.S. & Shannon, C., (2014). A case study in the use of evidence in a changing political context: an Aboriginal and Torres Strait Islander health service re-examines practice models, governance and financing. Australian Health Review, 38(4), pp.383-386.
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. new York: Routledge.
Panaretto, K. S., Wenitong, M., Button, S., & Ring, I. T. (2014). Aboriginal community controlled health services: leading the way in primary care. Med J Aust, 200(11), 649-52.
Russell, L.M. (2013). Reports indicate that changes are needed to close the gap for Indigenous health. Med J Aust, 199(11), pp.1-2.
Thompson, P. D., Arena, R., Riebe, D., & Pescatello, L. S. (2013). ACSM’s new pre-participation health screening recommendations from ACSM’s guidelines for exercise testing and prescription. Current sports medicine reports, 12(4), 215-217

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