In the context of this study, inclusive education is taken to refer to the participation of all primary school pupils in a general curriculum. The researcher is aware that inclusive education goes beyond special needs children but this study does not include such other categories of children as those with legal confinement, ethnic minorities and those with social stigmas. One of the arguments in favour of inclusive education is the realization that every individual is unique, hence the focus must be on the individual and not on the subjects. According to Deiner (1999), if all children are part of regular settings and all children participate in the general curriculum, then all educators need to know sufficient techniques to care for and educate all children. (Unachukwu, Ozoji & Ifelunni, 2008).
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
One of the most significant improvements in education in past years has been partnership between special and regular education teachers (jac Andrews). It is a human right to embrace all people irrespective of gender, race or disability; actually inclusion is an attitude to believe on including all children on education system. Inclusive education helps in providing lifelong learning to the students with special needs. Inclusive education aims to integrate all children on equality in regular school system. Inclusive education system needs regular and special education teachers to respond collaboratively to the learning needs of all students.
Inclusive in other words implies that a child should be unconditionally mainstreamed into the regular educational system without regard to nature and severity of his/her disability. From the above definitions so far, what we arrived at is that inclusive education represents a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities and of reducing exclusion within education. Goals of Inclusive Education Ozoji (2005) has identified the goals of inclusive education as follows: i. To provide education for children with diverse learning needs within their structured environment. ii.
Inclusive education brings all children with or without disability under a same educational environment with same opportunity and right. Inclusion disagree the concept of special school or classrooms to separate students with disabilities from students without disabilities. In today’s date, 148 countries including the European Union have ratified the United Nations Convention on the Rights of Persons with disabilities (UNCRPD) and 158 have adopted the Convention. In December2013 a Report-‘Thematic Study on the Rights of persons with disabilities to education’ from the UN Human Rights Council clearly stated that “inclusion and inclusive education is one of the key provisions of the UNCRPD”. Article 24 mentioned that disability should not prevent people from successfully participating in the mainstream education system.
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
The goal for inclusive education is to widen access to education and to promote full participation and opportunities for all learners vulnerable to exclusion to realize their potential. When considering the promotion of quality in inclusive education, it is necessary to underline a number of key factors in relation to this goal: Inclusion concerns a wider range of learners than those identified as having special educational needs. It is concerned with any learners who are at risk of exclusion from educational opportunities, resulting in school failure; - Access to mainstream education alone is not enough. Participation means that all learners are engaged in learning activities that are meaningful for them. The promotion of positive attitudes
In the last few decades, there has been a significant shift from special education to inclusive education around the globe (Mittler, 2000). Inclusive education can be described as a process of addressing and responding to the diversity of needs of all learners through
(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 from all the aspects of schooling in a way which makes a student feel no different from any other student and which ensures academic achievement (Ainscow & Booth, 2002). ( 1 more concept) 2.2 Aims The main aim of inclusive education is basically to provide an equal opportunity of getting an education to “promote the fullest development of the child” (Malaysia, 2014) But, probably the stress in this aim not seen clearly enough because, although Malaysia has officially begun its efforts to include students with special needs through Education Act 1996, inclusive education “seems elusive to many children who need it” (Ahli, 2012) which clearly calls in more effort to re-emphasize the aim. 2.3