Determinaciones del Reglamento de Planeamiento de la Ley de Ordenación del

Inclusive education is promoted on the basis that including children in mainstream education is their right (Ainscow, 2005; Ainscow et al., 2006; Lindsay, 2007). Lindsay (2007) also claims that the key policy objective for the education of children with special needs and disabilities is inclusive education or mainstreaming. The number of profoundly deaf pupils who are educated in mainstream classrooms

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alongside with normally hearing pupils has increased as a result of the availability of cochlear implants (Fitzpatrick & Olds, 2015).

Deaf children have a problem with the acquisition of language (Doherty, 2011). The majority of these children are born of hearing parents (Doherty, 2011), thus, studying with hearing peers in mainstream classrooms might enhance the spoken language for pupils with CI and this environment could be as stimulating as the child’s home. Pupils with CI can be affected in different aspects as a result of having the implant (Huttunen et al., 2009).

Involvement in the local community and active learning have been indicated as outcomes of using CI for deaf pupils (Beadle et al., 2005). De Raeve (2010) argues that as larger proportions of pupils with CIs include in mainstream schools, and smaller number to deaf schools, speech intelligibly and choosing a spoken language as their main approach of communication can be acquired by these pupils. However, the necessity for services which will be different depending upon the child’s language level, age and additional child-specific factors is not eliminated by mainstream placements (De Raeve, 2010). De Raeve (2010) also claims that there is an evidence indicates that heterogeneous outcomes in the outcomes of paediatric implantation.

Huber et al. (2008) state that, in their research, integrating well into the hearing world concerning their schooling and postgraduate development were the findings of the majority of CI users involved in the study.Moreover, there are benefits of CI that might enhance inclusive education. Parents were satisfied with these benefits, such as improved social relations, communication and self-reliance for the child (Huttunen et al., 2009). However, it is argued that embracing the diversity of different students

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and addressing appropriately the specific needs of each child might be a challenge for deaf education (De Raeve, 2011).

“In recent years, inclusion has become a ‘global agenda’’ (Pijl et al., 1997, as cited in Ainscow et al., 2006, p. 295). Inclusive education could play a significant role in enhancing the educational progress of pupils with CI. Such education is suggested as being more effective in the educational field (Lindsay, 2007). Considerable efforts have been conducted to implement educational policy and practice in a more inclusive pathway (Mittler, 2000). However, Hocutt (1996) argues that the advantage of placement rather than instruction has no convincing evidence, as it is a critical factor in student educational or social success. Providing an opportunity for students to engage with their peers and express their views (students’ voices) might enhance their experiences and ability to learn. Messiou (2011) suggests that exploring and developing practices in schools in order to enhance pupils’ experiences can be achieved by taking students’ views into account.

Ainscow (2005) argues that the educational systems around the world are facing a major challenge, namely, inclusion. As mentioned earlier, in order to improve role of inclusive education, different requirements should be fulfilled. The Salamanca Statement emphasises that moving towards inclusion implies the development of schools rather than only integrating vulnerable groups of students into local schools

(Ainscow, 2005). Hence, practices that can “reach out to all learners” (Ainscow, 1999 cited in Ainscow, 2005 p:8) are essential and are required to be developed by schools.

Ainscow et al. (2003) claim that inclusive education indicates the presence, participation and achievement of all pupils in mainstream schools. Staff should have

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the skills to meet these challenges and need to have flexibility towards and knowledge of technology and professional training (De Raeve, 2011).

All groups of learners should participate and be enhanced educationally by schools, rather than simply focusing on increasing their numbers in school (Ainscow et al., 2006). An environment which will utilise the hearing and accommodate the psycho- social needs of pupils with CIs should also be provided by teachers in school (De Raeve, 2011). Teacher educators and policy makers in many parts of the world are concerned in the preparation of teachers to meet the challenges of teaching in diverse classrooms as a result of the substantial role that teachers play in influencing student achievement (Spratt & Florian, 2015). Student achievement might also be enhanced by an inclusive pedagogy, which is an approach that is developed by research and applied professionally by teachers who have maintained a significant level of academic achievement in these diverse classrooms (Florian & Black-Hawkins, 2011, as cited in Spratta & Florian, 2015).

Inclusive education could be implemented differently according to each country. Foster et al. (2003, as cited in Doherty, 2011) describe inclusive education as a “culturally relative term” in the way such education is conducted. In many countries, the majority of pupils with CIs study either in mainstream classrooms or hearing impaired units attached to mainstream schools. For instance, in the UK, these pupils are provided with a variety of educational placements, including the aforementioned two types of educational settings (Sacha & Whynesb, 2009). In the US, “the majority of disabled children receive at least some of their education in the mainstream” (Karchmer & Mitchell, 2003, as cited in Doherty, 2011, p. 792). In Austria, Huber et al. (2008) claim that the percentage of pupils with CIs who are of school age and attend mainstream schools is more than 80%.

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Ultimately, mainstream classrooms might be an appropriate educational placement for deaf pupils with CIs. This type of placement could enhance their learning experience and social skills, as well as their spoken development. However, schools in Saudi Arabia need to implement inclusive education fully on the ground. Such implementation might be achieved, not only by opening the doors of mainstream classrooms to all learners, but also by developing the policies, practices and culture of such education.