This is the sad truth yet true reality of the current situation which can’t be seen on the surface level. Despite being informed of inclusive education in schools, yet not any initiatives are carried out by the administrators of the preschool such as training for the teachers or etc. It seems that the issue of inclusive education is taken so lightly that it serves no importance in the eyes of many preschools. With the lack of resources, support and professional training which are the fundamentals for aiding teachers with children with autism to be able to provide them holistic education would be a hindering factor for teachers to accept children with autism as well be well prepared to receive and cope with these children in their classes alongside the normal school going children. This has eventually built a negative perception towards these children causing them to have these negative attitudes; which greatly affects their relationship with these
However, there are many people who completely against the practice of homeschooling. They argue that there are many aspects beyond the pupils’ preferences and academic achievements which should be taken into consideration such as equality, quality of teaching, pupils’ social skills, and training for citizenship (RL. West,2009). First of all, the opponents of homeschooling believe that since education is defined as a core, every child has the right for minimal shared education which provided by the state. Their arguments are based on the belief that the educational system has multiple roles such as providing the children with shared basic knowledge, preparing them for their adult lives as future citizens and protecting them from abuse.
No government can realistically expect to switch overnight from special or integrated approaches to education to inclusive education. ‘Twin track’ approaches may be adopted, meaning that special or integrated initiatives and inclusive schools sit side-by-side as governments work towards the proper inclusion of all children within mainstream education systems over time. Ideally these twin approaches will inform one another, with learning gained from each informing the development of future strategies, rather than being parallel processes without links between them (Myer and Bagree,
1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity There are different legislations and codes of practice relevant to the promotion of equality and valuing of diversity. Every Child Matters 2003 and Children act 2004-These were put in place for children from birth to 19. This is to ensure every child have support needed to be healthy, stay safe, enjoy and achieve, economic wellbeing and positive contribution. The overall key aspect of children acts 2004 was to overhaul chid protection and child services in the uk. Equality act 2010- This was introduced to bring together the equal pay act, sex discrimination act, race act and the disability act.
When people are abusing children make them think that everybody will be treating them in an ugly way, so with this they will stay away from others to avoid violence, and bad treating. According to Jasmin Lee Cori author of “The Emotionally Absent Mother”(2010) states that “abuse is when something happens that is actively violating of another, but negligence is when we don’t get significant things we need as children” Children are sensitive; they can be seriously affected by the simplest words. The ways parent’s discipline their kids have a big impact on their personality. If the child is punished aggressively, he or she might grow up to be isolated and have no
Every person, regardless if adult or child is entitled to be treated equally and given equal opportunities throughout his/her life. Through this essay we will attempt to define the term equal opportunities. We will then look at the United Nations Convention on the Rights of the child (UNICEF, 2008) and how this has come to influence the understanding regarding children's rights and responsibilities. Furthermore, we will explore Cyprus's position towards the convention and how this has affected the children of the Country. Lastly we will look into how equal opportunities can be implemented in all Cypriot early years settings.
The United Nations Convention on the Rights of the Child (UNCRC) (1989), for example, states that every child has the right to education, irrespective of disability and without discrimination of any kind. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (2006) emphasises the rights of persons with disabilities to access lifelong learning without discrimination and on an equal basis with others, through reasonable accommodation of their disabilities (Minou 2011), and not to be excluded from the mainstream of education due to their disability. In Maldives, a variety of new strategies are being introduced recently, and one of these initiatives is to ensure education for all children, including children with special needs in mainstream schools. Inclusive education is commonly associated
The International Declaration advocated for access and equity in education, (United Nations Educational, Scientific and Cultural Organization (UNESCO, 1994). It was seen as a massive drive to reduce worldwide illiteracy. According to Miles and Singal (2010) Education for all are followed the basic principles that all children must learn, and inclusive Education. During the conference, Pather and Nxumalo (2013) stated that all governments were urged to give the highest policy and budgetary priorities to improve their education systems to enable all disabled children to be included in the mainstream regardless of individual differences or
There is also enrollment in special education integration program with the main stream primary school is 27, 096 with 7980 special need teachers (Hoque, Zohora, Islam, & Al-Ghefeili, 2013). 2.0 Concepts, aims and policy of inclusive education 2.1 Concepts The concept of inclusion was conceived in 1948 with the declaration adopted by the UN General Assembly on the “International Bill of Rights” which recognizes that all human beings are born free and equal in dignity and rights. (book )Although the concept of inclusive education is normally perceived as “children with disabilities in normal school”, it definitely has a broader term than that. It basically means to an education system which continually works at increasing participation and removing exclusion