Inclusive Model Of Education

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establishments for children with special education needs has traditionally developed from phases of segregated education, integration, neglect and inclusion. Inclusive model of education is the current trend and it addresses the Education For All (EFA) agenda by designing ways to enhance the aptitude of majority schools to serve all children in their usual environment. Ballard (1990) proposed that traditionally, special education was constructed on an ideology of individual pathology that created segregations between normal and abnormal, on theories of deficit and on the belief that only expert teachers can know about and meet the needs of students who are disabled. O‟Neill, Bourke and Kearney (2009) consider that inclusive education in contrast …show more content…

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. According to Osler and Starkey (2005), the right to education is specified in Article 28 of the CRC and the principles and values on which that education should be based are spelt out in article 29. Article 28 may provide the basis for an assertion that education is a right for every child. This supports the view of Freeman (2007) that the most fundamental of rights is the right to possess rights. Article 29 provides the basis for the assertion that …show more content…

They conclude that the use of the CRC as a framework to guide implementation of a rights-based approach together may facilitate socio-cultural transformation. Carvalho (2008) also states that 18 years after the CRC came into force, children’s issues continue to remain at the forefront of social, political and legal struggles in the international and domestic arena. While justifying the use of the CRC as a framework for their research, Osler and Starkey (2005) stated that they had taken the CRC as a framework for exploring children’s political and citizenship rights and sought to demonstrate the value of the CRC as a working document for policy makers and researchers, indicating how research agendas informed by the CRC might be particularly useful in developing policy related research. Osler and Starkey further argue that by drawing on the CRC as a framework, stakeholders can ensure that the principles of inclusion and non-discrimination are built into their agendas. According to them, a rights-based approach to the schooling of children with disabilities and SEN must examine whether that schooling is not just available but also accessible, acceptable and

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