Scribd
Upload
115 views

What Are The Basic Elements of Inclusive Education

The document discusses the basic elements of inclusive education including use of teaching assistants, inclusive curriculum, and parental involvement. It also discusses how to advance inclusive education by ensuring educators have proper training and resources, providing adequate funding, empowering parents, and holding governments accountable. The document notes that inclusive education requires substantial initial investment but is not a cost-cutting measure.

Uploaded by

Joven Karl Dacup
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
115 views

What Are The Basic Elements of Inclusive Education

The document discusses the basic elements of inclusive education including use of teaching assistants, inclusive curriculum, and parental involvement. It also discusses how to advance inclusive education by ensuring educators have proper training and resources, providing adequate funding, empowering parents, and holding governments accountable. The document notes that inclusive education requires substantial initial investment but is not a cost-cutting measure.

Uploaded by

Joven Karl Dacup
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

What are the basic elements of inclusive education?

1. Use of teaching assistants or specialist:


These staff have the potential to be inclusive or
divisive. For instance, a specialist who helps teachers
address the needs of all students is working
inclusively. A specialist who pulls students out of
class to work with them individually on a regular
basis is not.
2. Inclusive curriculom: An inclusive
curriculom includes locally relevant themes
and contributions by marginalized and
minority groups. It avoids binary narratives of
good and bad, and allows adapting the
curriculom to the learning styles of children
with special education needs.
•

3.Parental involvement: Most schools strive for some level of parental


involvement, but it is often limited to emails home and occasional parent-
teacher conferences. In a diverse school system, inclusion means thinking
about multiple ways to reach out to parents on thier own terms.
How can we advance inclusive education?

Ensure that educators have the training, flexibility, and


resources to teach students with diverese needs and
learning styles.

1. Ensure that kindergartens and schools receive


adequete and sustainable financial support so that all
activities and services are fully inclusive.

2. Empower parents to assert thier children’s right to


education in inclusive settings.
3.Enable the entire community including mainsteam
and special educators, social workers, parents, and
students to work together and participate in the
design, delivery, and monitoring of education,
thereby reframing inclusive education as a shared
responsibility.

4. Hold governments accountable for implementing


antidiscrimination legislation, legal mandates for
inclusion, and policies to remove barriers.
Is inclusive education expensive?

Making education inclusive is not a cost


cutting measure. Government must be
prepared to invest substancial resources at
the outset on system reforms such as
teacher and staff training; improving
infastructure, learning materials, and
equipment; and revising curricula to
implement inclusive education successfully.
Developing an Inclusive Education System

Particular attention needs to be given to developing a


more inclusive education system that provides quality
and equitable opportunities to indigenous and
hinterland children and children with disabilities.

The Ministry of Education understand the need for an


education system that is flexible and accomodates
diversity. This means that the MOE has to create the
opportunity for all students to be in regular classes
where they are accepted and supported.
The development of an inclusive education system also
means that the MOE has to make the system flexible to
cater for children along the entire spectrum from the
very gifted to the severely disabled.

Speacial Education Needs (SEN) is probably one of the


most neglected areas in the education sector. This is
reflected in surveys and consultations that were
conducted by other organizations such as the National
Commission on Disability (NCD) and the Volunter
Service Organization (VSO), from which education sector
has benefited.
In the study carried out under the auspices of (NCD) with
the assistance of (VSO), it was found that of the persons
surveyed 15% have never attended school, 42% of which
where under 16 years. There are some children with
disabilities who are able to access education in Special
Education Institutions; however data shows that less
than 40% of the teachers in these schools have sufficient
training. Further research also reports that persons with
disabilities who are mainstreamed in regular schools
have to contend with negative attitudes from other
students and teachers.
It also essential to the effective Ministry of education
(MOE) implementation of (SEN) programmes that the
Ministry appoints a Special Education Coordinator who
will drive the process from the level of Central Ministry.

The Ministry also needs to make several policy decisions


to give direction to the scope and strategies of
implementation. These includes the management and
funding of special schools, level or scope of inclusion,
teacher training, curriculom modification, support
services and career paths of teachers.
Barriers in inclusive education

Attitudes – The greatest barriers to inclusion are caused


by society, not by particular medical impairments.
Negative towards differences results in discrimination
and can lead to a serious barrier to learning. Negative
attitudes can take the form of social discrimination, lack
of awareness and traditional prejudices. Regarding
disabled children some regions still maintain established
beliefs that educating the disabled is pointless.
Physical Barriers – The Vast majority of centres of
learning are physically inaccessible to many learners,
especially to those who have physical disabilities. In
poorer, particularly rural areas, the centres of learning
are often inaccessible largely because buildings are
rundown or poorly maintained. They are unhealthy and
unsafe for all learners. Environmental barriers
incuded:doors, passageways, stairs and ramps and
recreational areas.
Curriculum – In any education system, the
curriculum is one of the major obstacles or tools
to facilitate the development of more inclusive
system. Curriculum is often unable to meet the
needs of a wide range of different learners. In
many contexts, the curriculum is centrally
designed and rigid, leaving little flexibility for local
adaptations or for teachers to experiment and try
out new approaches.

You might also like