By contrast, inclusion is about the children’s right to participate in education. The Individuals with Disabilities Education Act (IDEA) requires that a continuum of placement options be able to meet the needs of students with disabilities. Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes. In my opinion, children who are differently abled should not be included in the general education classroom because of their level of learning, their need for special attention and need to feel comfortable. Children who are differently abled should be in an environment where learning is going at their pace and level.
In Dr. Martin Luther King Jr's "I Have A Dream" speech back in 1962, he states; "I have a dream that little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.". There have been many other activists that can fix this generation and the prejudice hatred. Similarly, according to the U.S. Constitution, "No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States.". This means that privileges can't be taken away, such as "Life, Liberty, and the Pursuit of Happiness., so if someone were to take away privileges because of a reason that relates to race or origin, it is unjust. Correspondingly, according to the "Children's March DVD", the Children's March in 1963 was a march where colored children walked out of school at approximately 11 AM and protested on the streets for equality.
As section One of Rule 168 highlights, “No citizen or permanent resident of Belize shall be refused admission to any school on account of race, ethnicity, language political affiliation, and region of country, special needs or because of perceived social and economic status (Education Rule, 2000). There is no argument that academics are important; however, the school system provides more than the engagement and building of knowledge, it also founds people with a greater appreciation through understanding for
However, despite the current broad definition of inclusive education reflected in the UN documents and notwithstanding the concerns expressed by Miles and Singal, (op cit), much of the current literature on inclusive education still focuses on promoting inclusive education for children with special needs and disabilities. The United Kingdom and Indian Government’s documents on inclusive education (see for example Department for Education, 2011; Ministry of Human Resource Development, Government of India, 2015) refer to inclusive education solely in relation to increasing opportunities for children with special needs and disabilities to attend mainstream schools. There are also a number of pressure groups, for example Inclusion Europe (http://inclusion-europe.org/) and the Indian Inclusion Summit (http://indiainclusionsummit.com/) that exclusively campaign for increased opportunities for inclusive education for people with disabilities. Newspaper articles (see for example Balasubramanian, 2012) in The Hindu take a similar view as does a recent conference paper (Singh & Agarwal 2015) although this places the issue of children with disabilities within the wider context of promoting the goal of Education for All. Norwich (op cit) also comments that the vast majority of research literature on inclusive education is still predominately focused on children with special educational
Okuoyibo (2001) proposed that inclusion means bringing students with impairments regardless of the nature and sternness of their disabilities into all engagement activities of general education such as classrooms, schools, and the surrounding communities. Moreover, researchers explained that it is the need of the hour to exert the matter on inclusion i.e. children with debilities should be categorically included in the mainstream, into the normal education system without concerning to the severity and nature of their disabilities. Ojogwu (2005) perceived that the core of inclusiveness necessitates that all learners irrespective of the disability be educated in the same classroom sitting. Therefore, the emphasis of inclusion is to give everybody in the society an equal opportunity to benefit from formal education
Children and families cannot participate actively unless they are empowered. Empowerment emphasizes strength and capacities. Child perspective, this means a child friendly perspective that is informed by new approaches to the study and analysis of children and childhood (James and Prout 1990). Child must in all circumstances be seen as individuals with same rights and interests and should be given an open platform just as adults to express their views as stipulated in the convention the rights of the child (Article 4 of CRC). Children and youth regardless of social status must receive recognition from social workers and parents.
Society needed to accept that diversity was normal. There was a move towards integration internationally. In US 1975 The Education for All Handicapped Children Act was passed. In UK 1978 The Report of the Committee of Inquiry into the Education of Handicapped Children and Young People was introduced. The Warnock Report( 1978) stated that” no child should be sent to a special school who can be satisfactorily educated in an ordinary one.”.
All children irrespective of their strengths and weaknesses should get an opportunity to be a part of the mainstream education. Inclusive education does not take into consideration any preferential treatment based on gender, caste, class and disability. It is for all. Inclusive education means, “The act of ensuring that all children despite their differences, receive the opportunity of being part of the same classroom as other children of their age, and in the process get the opportunity of being exposed to the curriculum to their optimal
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
This report presents policy recommendations for education system to help all children succeed in their schooling. It looks into system level and school level policies to promote equity and quality. It also opportunities for them benefits education systems and societies as a whole. School failure penalizes a child for life. The student who leaves school without completing upper secondary education or without relevant skills has fewer life prospects.