Schools and inclusive classrooms (original) (raw)
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IMPLEMENTATION OF THE INCLUSIVE EDUCATIONAL
Abstract. This paper deals with the potential of the school context in the process of implementation of the inclusive model of education as an integral part of reforming the school system. This work shows the significance of the legal regulations, as a base framework for the introduction of inclusion into schools. From a critical aspect, matters are analyzed and considered, regarding their potentials of the school context in the realization of the goals and tasks of inclusion. The central part of this work is about the real possibilities of schools to answer the need and the challenges of the reformation of the school system in the area of inclusive education, and in a sense, analyzing the advantages, strengths and weaknesses that comprise the everyday life in schools. Through the example and analysis of theoretical examinations and research on introducing inclusion into the school praxis up to now, the necessary changes in the school context are pointed out. Thus, we conclude that the implementation of inclusion makes for the starting grounds to create an inclusive society, wherein changes in schools are a priority.
Issues of Inclusive Education: Some Aspects to be Considered
Electronic Journal for Inclusive Education, 2015
The purpose of this article is to shed light on the aspects of inclusion which have proved to be essential for further development of newly founded inclusive education. The practice of inclusive education gets increasingly obvious in gains more support and interest in education system in almost all countries in the world. There is a distinctly declared agreement in the world that all children have the right to education regardless of their race, gender, nationality, disability and etc. And these agreements have been indicated in universally important documents. Over several decades the concept of inclusion has contributed a lot to the teaching and learning practice as well as theoretical and practical experience of schools. However, all these blessing have not appeared ready in a moment. The analysis of inclusive education experience of some countries, which have quite sophisticated inclusion, apparently indicates that the satisfactory results of inclusion turned out only after serious and energy-consuming reforms and innovations.
Possibilities of inclusive education
The given paper deals with the problematics of inclusive education and looks for the answers to the question what possibilities of application it has in educational praxis. The authors explain the problematics of the inclusive education teaching process, which the actors of inclusive nurture-and-educational process participate in. Therefore they highlight the importance of keeping the principles of inclusive education, referring to the aims and conditions of inclusion. They try to explain the real inclusion concept which should prepare the broad pupil population to the life in society. Klíčová slova Inclusion, aims and conditions of inclusion, inclusive education, inclusive nurture-and-educational process, principles of inclusive education, actors of the inclusive nurture-and-educational process 1. INCLUSIVE EDUCATION-THE INCLUSIVE SCHOOL
Role of Teacher in Promoting Inclusive Education
International Journal For Multidisciplinary Research, 2023
Inclusion in education is considered as an approach where education is provided to physical and cognitive disabilities as well as to the human diversity with regard to ability, language, age, culture, gender, and of human differences. Here needs the Special needs education as a phenomenon by which students experience difficulties in learning, both included in and excluded from the forms of schooling. In this way, policy of inclusion is difficult to implement as teachers are not sufficiently well prepared and supported to work in inclusive ways. The responsibility lies on teachers for creating schools in which all children can learn and feel they belong. The role of teachers are crucial where they help in promoting, participation and reducing under achievement, especially with children perceived as having difficulties in learning. Though there are some barriers to the development of successful inclusive schools, yet the way of overcoming these difficulties is only to reconsider the roles, responsibilities and identities of teachers. Certain practices implemented for enhancing Inclusive Education like suitable Support and services to special needs pupils, well-deliberated Educational Programme, addressing them with disabilities in teacher preparations. The paper also suggests by providing the role of teacher education thereby enhances the development of teacher's skills, knowledge, attitudes, and beliefs.
The Role Of The Teacher In Inclusive Education
This article is about the fact that all children, despite their physical, social, intellectual and other characteristics, should be included in the education system and brought up together with their peers. And as foreign experience shows, it will take a lot of time to implement the goals, and most importantly, the participation and interaction of all adult participants in the educational process working with a child with special educational needs, because only under condition it is possible to solve the problems of inclusive education. Inclusive education is a progressive way of learning that has great prospects in modern society, and this gives hope that every child with disabilities will be able to realize the right to receive a quality education adapted to their abilities and needs, find their place in life and realize your life chance and potential.
Analysis of Pedagogical Situations to Promote Inclusive Education
International Journal of Technology and Inclusive Education
The purpose of this study was to assist school personnel in planning and organizing the integration of students with special needs. Group interviews and analyses of pedagogical situations have helped implement and document the progressive integration of students with disabilities from special classes into regular classes as well as increase the level of collaboration among all the parties involved. This article will focus on the analysis of the conditions that promote inclusion. It will analyses the best collaboration practices to be put in place and a procedure which entails exchange meetings, listening, and understanding. In addition, it will focus on the creation of a bond of trust among the various members of the personnel including the school management. Results show that the school staff, as a whole, wants to ensure that all students are given the best opportunities to achieve educational success and this goal is kept in mind when they prepare integration. Furthermore, teachers are concerned about generating a positive perception about inclusion among their peers who teach in regular classrooms.
International Conference on Education for Peace, Social inclusion & Sustainable Development: Towards a paradigm shift 8 – 10 Dec 2010
Social inclusion is the process that will enable every person in society to participate in normal activities of societies they live in, including education, employment, public services and social recreational activities. For the development of an inclusive society, preparation of younger generation also needs to be inclusive. Our schools must become breeding grounds of members of such a prospective society. Younger generation will form the inclusive only in an environment that includes them all. Such an environment will be available in only those schools which provide opportunity for full participation for every student. Opportunity for full participation means opportunity to take part and to get developed through all the resources at the disposal of the school-personnel, academic, and socio-cultural. These include teachers, assigned works, information sources, and physical infrastructure, academic and social and cultural gatherings arranged by the school. All these need to be provided to all, irrespective of ability, gender, locality, home background and income, and social class. Such a school, which ensures development of all children, regardless of ability, gender, locality, home background and income, and social class by planning and providing equitable opportunity for teacher support, assigned works, social life of school, information access, and the innumerous programmes conducted by the school can only be called an inclusive school. This paper raises reservation on whether our schools are moving in this direction. It makes some specific suggestions of how to make all resources in school available to every student.
Pursuit of Inclusive Education: Inclusion of Teachers in Inclusive Education
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2018
By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive...
Role of Teachers: Teachers play a pivotal role for bringing about inclusion. The literature on inclusive education is undisputed about no matter how excellent the educational infrastructure might be, how well articulated the educational policy might be, how well resourced a program might be, effective inclusion does not take place until regular classroom teachers deliver relevant and meaningful instruction to all learners irrespective of differences or disability. Child development research also confirms the centrality of the teacher's role to ensure inclusion and create an environment rich with opportunities to learn for all. The key role responsibilities of a teacher for creating inclusive school are highlighted in the following points: 1. Developing Positive Attitude: Inclusion takes place as a result of the leadership role that the teacher plays to create a learning environment that ensures positive attitudes from both the teacher and learners towards inclusion. The teacher himself/herself must develop positive attitudes towards the process of inclusion and set an example to encourage the learners to adopt the kind of attitude that the teacher possesses. This will develop a healthy learning environment where the need of every individual is given importance and in the meantime ensure cooperation to create inclusive classrooms and school. 2. Modification of Curriculum: Most teachers who teach in an inclusive classroom modify their curricula to meet the needs of their special education students. Curriculum modifications can include the provision of an audio-taped text, shortened assignments and summarized chapters of the textbook as well as tools such as graphic organizers and color-coded chapters to enhance a student's level of comprehension. Teachers also employ different methods and strategies to fit the learning styles and pace of all learners. Therefore, the individualized instruction system is practiced to make the classroom more inclusive. 3. Communication: It is important for inclusion teachers to advocate the needs of their students by ensuring that resources such as peer tutoring, instructional assistants, team teaching and staff development opportunities are available along with consistent policies that assess the individual student's progress. Teachers also should communicate regularly with the principal to make sure that she is aware of the specific learning needs of the special education students and the academic resources that are necessary for them to experience success in the inclusive classroom setting.