Article 28 states that the child has a right to education and that the state’s duty is to ensure that primary education is free and compulsory, to encourage different forms of secondary education accessible to every child and to make higher education available to all on the basis of capacity. Moreover, it propagates that school discipline shall be in accordance with dignity and rights of a child. Article 29 of the declaration deals with the goals of providing quality education. It states that education shall aim at developing the child’s personality, talents and mental and physical abilities to the fullest extent. It further states that education shall prepare the child for an active adult life in a free society and foster respect for the child’s parents, his or her own cultural identity, language and values and for the cultural background and values of others.
1. Introduction In this research we will discover how teachers in the Foundation Phase implement the policy of Inclusive Education with regard to learners with Learning disabilities. Firstly we will need to look at what inclusive education entails. According to the official document White paper 6, Inclusive education is an acknowledgement that all children and youth can learn and all children and youth need support. All educational structures, systems and learning methodologies must be enabled to meet the needs of all learners.
The government though that integrated education can improve overall educational effectiveness and cost effectiveness. It can address the diversity of society and the basic needs for general schools (Norwich, 1996). The objective is to develop the potentials of every student (Education Bureau, 2014). Different scholars support the scaffolding theory and the zone of proximal development that children's learning is like building structures. If students who need some special educational needs, it can provide sufficient support and helps so that it can stimulate a person's largest potential (Wood, Bruner & Ross, 1976).
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
Inclusion is an educational model that discourages exclusion and stresses the restructuring of institutions, classrooms, and approached to instruction to address and meet assorted needs of all children (Okeke-Oti, 2009). UNESCO (2005) defined the broad definition of inclusion as: A process of reducing exclusion within and from education and addressing and answering to the diversity of requirements of all learners with the help of accumulative participation in learning, cultures and communities. It encompasses modifications and changes in approaches, content and structures and strategies, with a common objective which includes all children of the appropriate age range and a persuasion that it is the duties of the regular system to provide quality education to all children p:12). This suggests that inclusion accommodates all learners whether such learners are disabled or not.
Education is a tool for National Development and a means for the acquisition of skills, physical /social abilities and competencies necessary for producing an egalitarian society (National Policy on Education, 2004). Inclusive Education has been posited as the only means of ensuring that the goal of free and qualitative education for children with disabilities as stipulated in Article 24 of the UNCRPD is accomplished. This brief aims to sensitize the general public, policymakers and stakeholders in Delta State on the need for inclusive education in mainstream public and private schools. Introduction The goal of inclusive education is to ensure that all children (with or without disabilities) learn together in regular schools, colleges and universities
On this statement, the multicultural education is very important in our country for us to be able to provide the educational equity and improve positive socialization behaviors to all international students who have different cultures. A lot of scholars have given definitions to the concept of multicultural education. For instance, Banks (1988) treated multicultural education as a kind of reflection on ideas for the purpose of enabling all students from different cultures and different ethnic group backgrounds to have access to equal educational opportunities and the same learning treatment from school and teachers. Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects discrimination in schools and society.
Activist Malcolm X once said, “Education is the passport to the future”. His statement has been extended in the views of society as people continue to link education with success in life. To reach this goal a list of mandatory classes have been created in schools. Those in favor of conformity support mandatory classes because each student has an equal opportunity to learn the same content as their peers. However, conformity results in a similar educational track for all students.
Therefore, in order for all children to benefit from their environment, it is crucial that high quality inclusive education is provided for all. To achieve high quality inclusive education, the availability of resources such as support services like therapists, appropriately trained teachers/personnel and availability of materials, equipment and physical accommodations for children with different needs are required. This literature review aims to discuss about the research design, methodology and materials utilized to investigate if preschools are equipped with resources for inclusive education to take place. The scope of the literature review aims to target mixed method
1. INTRODUCTION The goal of education is to build children as capable, useful, productive and responsible members of the society by providing adequate learning experiences and opportunities to children to gain knowledge, to acquire skill and competence; to refine the attitude and to nurture all sorts of creativity in the children. India has been making experiments in the field of education since it got freedom in 1947 to draw the best out of its classrooms. After a very long debate and discussion a sea change was targeted in the assessment in school education and Continuous & Comprehensive Evaluation (CCE) was introduced in 2010. It was urged and hoped that it would shift the focus of education from need of learning to love for learning; (NCERT, 2000) it would reduce anxiety and stress of the learners; it would assess the learners holistically and it would enhance the level of learning performance due to timely diagnosis and appropriate remedial intervention.