The purpose of inclusive education is to change attitudes, behaviours, teaching methodologies, curriculum and the environment to meet the need of all learners. (Department of Education, 2001) By doing this we are maximising the participation of all learners in the culture and curriculum of an education institution, and minimizing the barriers to learning. Inclusive education empowers learners by developing their individual strengths and therefore they can participate critically in the process of learning. (Department of Education,
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
The following policy is for cultural diversity and applying new strategies to enhance including cultural diversity in education: Article 29 1. States Parties agree that the education of the child shall be directed to: (a) The development of the child 's personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the child 's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from
DISABLED CHILDREN AND INCLUSIVE EDUCATION Dr. Amit Rahul Abstract: Education has tremendous potential to transform the quality of life of human beings. It enlarges, enriches and improves the possibilities available before an individual at various stages of life. Education teaches us specific skills necessary for our future development. It is also a powerful instrument of social change, and often initiates upward movement in the social structure, thus, bridging the gap between different sections of the society. Education involves gathering of knowledge and plays a vital role in personal growth and social development.
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).
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers. Throughout this essay I will look at how the Montessori Method prepares the child holistically for their future through use of the methodology: cosmic education, the use of the prepared environment and the huge promotion of independence.
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
2.2 Effects of inclusive education UNESCO's (2009) inclusive policy guideline states that inclusive education is justified due to its educational, social and economic benefit. By educating students in an inclusive environment, they develop a change in attitude that lays foundation for a non-discriminatory society and the education system developed will respond to all the learning needs of the diverse student population. It can be more cost effective for the nations;as there is no need to have separate facilities to educate students with disabilities and it produces educated individuals, which translates to better earnings and lifestyle and there . On the other hand, the social and financial costs the nation will have to incur in terms of
INCLUSIVITY – QUALITY INDICATORS CHILD FRIENDLY BARAABARU SCHOOLS STANDARD 1.1 POLICY ON INCLUSIVITY Contents Introduction 1 POLICY ON INCLUSIVITY 1 Conclusion 2 References 3 Introduction “The whole purpose of education is to turn mirrors into windows.” Sydney J. Harris Education is a right for every student in the Maldives; this is clear with the introduction of ‘no child left behind’ act. It is necessary for every student to go through schooling in their earlier years into their secondary years; it ensures that they have the basic knowledge to make themselves responsible citizens of the country. Furthermore, there is an urgency to introduce ways by which schools are monitored for how competent they are in
OER has made educational access and equity available to developing country like Jamaica who use pedagogical teaching strategies that to improve the lives of students embrace. I believe that educators and students are truly appreciative of Open Education