INCLUSIVE EDUCATION PROMOTES EDUCATION FOR ALL 1.0 INTRODUCTION All children have right to get education on the basis of equality of opportunity. However, children with special needs are mainly at risk of being secluded or discriminated from their own rights. Hence, the Ministry has to invest and put more efforts in ensuring that children with special needs are able to fulfil their rights to education alongside with other normal children. According to UNESCO (1994), Inclusive education is aiming at providing education for all children. In Inclusive education, school is responsible in creating positive and warm environment that welcomes all learners regardless of their difficulties, differences and disabilities.
From the perspective of teachers, inclusion is a good idea and will benefit the education of students with disabilities. Inclusive classrooms need to give equal opportunities to students with disabilities as given to general education students with support from both the special and general educator
Multicultural education discusses many methods of different learning styles and approaches to influence children that are related to different racial, gender, cultural, and linguistic capabilities. It is also a method to make sure the uppermost level of education for all students, and not creating changes opposing anything. Multicultural education helps the students and teachers to improve positive confidence through facts and knowledge that are being showed in class. Some students, because of their precise traits, have a good chance to do well in school as it is currently organized than other students from other groups. Multicultural education is also a restoration of change that has been planned to get a transformation of the school; as
Through SPHE children can become aware of some of the prejudices and attitudes that impinge on the dignity of others. They are given opportunities to develop an understanding of their own culture and traditions, and equally to acquire a growing appreciation of the positive contributions made by different groups in society. As children learn to understand and practice equality, justice and fairness in school situations they will be enabled to challenge prejudice and discrimination as they experience it in their own lives, both now and in the future. Inclusion can be dealt with in an SPHE class by showing DVD’s highlighting the importance of accepting people for who they are. For example throughout the strand of Myself and the wider world, children can develop citizenship by creating a ‘we all fit in Jigsaw’ (see appendix A) The idea behind this is that the children will understand that everybody is somebody and that everybody is unique in their own way and we need to respect
It is all about proud about families and themselves, justice, the knowledge that when human being together can make difference, voice out the rights and each of the child have equal opportunity. As the world now is dominant by different culture families. Thus, implication for implementing anti-bias education is a must. Regarding to the discussion above, it is clear that early childhood educators need more training opportunities, anti-bias knowledge and skills that meet the needs of early childhood education for anti-bias education. For example the workshop or symposium that related to anti-bias programs.
Groups also are the perfect environment to practice social skills building and allow children to build a social network. Another benefit of group counseling is that children learn to cope with their disabilities and the limitation that accompany it. There has also been a push within the school to integrate students with disabilities into the general population, hence it’s necessary to help them become adjusted to their environment. Adolescence is a critical time within children social lives, according to Givon and Court (2003). It is suggested that the earlier intervention will become well- adjusted and socially competent individuals.
Diversity, or multicultural education, should be a collaborative effort among educators, children, and families in order for students to learn about their own culture and those of people who are different from them. Preschool programs need to reflect, acknowledge, and celebrate diversity and their curriculums should utilize children’s funds of knowledge to help children connect their world with their learning environment. When teachers fail to understand the importance of acknowledging and celebrating diversity, it is up to the administrators to enlighten them about how children develop their self-identities by helping students to learn acceptance of themselves and others. Training sessions can be given demonstrating ways in which teachers can learn how to prompt children to express their thoughts and ideas about differences through planned conversations, pictures, questions, or books. And, teachers can be shown how to display items that show diverse cultures, languages, and traditions; males and females in nontraditional roles; or “differently-abled children and adults demonstrating strengths and abilities” (WGBH, 2014, par.
Because, differences between students such as powerful or not are not significant in their lives.Differantiating children in terms of sex, gender, race, age, language, socioeconomic status may lead to social disorder in the future. Because children is the keystone of the society. What educators and parents engrain in child in early years, will bring about some influences on society. Therefore, we should take into consideration all of situations and factors that may affect children and in this direction child should be raised with a huge caution. The other one is preparing teachers well.I think, to enhance students different abilities and skills, teachers should be more effective to teach students something in their educations.Thus, teachers should be highly-skilled and
Implementators of such program believed that it has a positive effect on behaviors in the classroom and the whole campus as well. It removes prejudice among learners with special learning needs. It also exposed learners with typical abilities to accept differences. Aside from the social benefits, it also fosters the relationship of general eduation and special education teachers to work hand-in-hand in teaching these students. (Baker,2015).
Teachers are friendly and welcoming to children and attend to all their health and safety needs. They are also needed to do many other things, help students learn what they need to learn to face the challenges of the new century; enhance their health and well-being; guarantee them safe and protective spaces for learning, free from violence and abuse; raise teacher morale and motivation; and mobilise community support for education. Above all, a rights-based, student friendly college must reflect an environment of good quality characterised by several essential