Inclusive Education.pdf

Inclusive Education Special Education ⚫ are designed for those students who are mentally, physically, socially and/or emotionally delayed. ⚫ (also known as special needs education, aided education, vocational education, and limb care authority education) is the practice of educating students with...

Inclusive Education Special Education ⚫ are designed for those students who are mentally, physically, socially and/or emotionally delayed. ⚫ (also known as special needs education, aided education, vocational education, and limb care authority education) is the practice of educating students with special educational needs in a way that addresses their Individual differences and needs. ⚫ is specially designed instruction, support, and services provided to students with an identified disability requiring an individually designed instructional program to meet their unique learning needs. Inclusion dynamic approach of responding positively to pupil diversity and of seeing individualized differences not as problems but as opportunities for enriching learning "regular education environment" Integrating students with and without disability under one roof" (Bunch and Cushner, 2006) - Philosophical belief that all students, irrespective of abilities or disabilities, have the right to obtain education together(Gary Bunch) Practice of including another group of students in regular classrooms, students with physical, developmental or socio-emotional disabilities and those with health problems(Cushner) Philosophy of Inclusive Education 1. Inclusive education is a basic human right. - Inclusive education is something universal and inalienable 2. Inclusive education presupposes that all human being have equal value and rights. Each person is of equal intrinsic value, of dignity, and thus ought to be treated with equal respect and be given equal rights 3. Inclusive education is a cornerstone to build a just society. Enhance access to a wider range of quality teaching to students with and without disabilities "domino effect" 4. Inclusive Education takes forward the agenda of Education For All (EFA). All children must have the chance to study and to grow together 5. Inclusive education focuses on providing learners with a nonthreatening learning environment. Aim of pedagogic, communicative and curricular change, grounded in a critical understanding of “inclusivity" Range of Special Education † Special Education Center Service delivery system which operates on the "school within school" concept † Special Class/ Self Contained Class Is composed of pupils with the same exceptionality or disability † Integration and mainstreaming Partial Inclusion o Educated in the regular classroom for most time of the day Full Inclusion o Students get all the special services they need in the regular classroom Accommodation o Students is anticipated to learn similar curricular content Modification o When there are changes in the curriculum to fit the student's ability Special Day School - Taught by trained teachers Residential School - Provides both special education and dormitory services for its students BENEFITS OF INCLUSIVE EDUCATION Children with Special Needs Develop social relationship Master social skills Emulate role models More social competent Builds up a positive self esteem Able Students Being optimistic Accepting of person with disability Appreciate human diversity Accept individual differences Develop respect and understanding Greater understanding and empathy Family Members Develop family strengths Enhance family capabilities Promotes family decision making Teacher Challenge Being responsible All students have strengths Importance of direct individualized instruction Ultimate Benefit Creation of inclusive society Social awareness Barriers to Inclusive Education - Attitudinal Barriers - Physical Barriers - Inappropriate Curriculum - Inadequate Funding - Poor organization of the education system - Policies as barriers Theoretical Views - INTERACTIONIST - FUNCTIONAL - CONFLICT - CRITICAL