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educação diferente

Projecto da responsabilidade da apie - Associação Portuguesa de Investigação Educacional - Educação Especial e Deficiência.

educação diferente

Projecto da responsabilidade da apie - Associação Portuguesa de Investigação Educacional - Educação Especial e Deficiência.

India

Inclusive education

Inclusion is about school change to improve the educational system for all students. It means changes in the curriculum, changes in how teachers teach and how students learn, as well as changes in how students with and without special needs interact with and relate to one another. Inclusive education practices reflect the changing culture of contemporary schools with emphasis on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization. The claim is that schools, centers of learning and educational systems must change so that they become caring, nurturing, and supportive educational communities where the needs of all students and teachers are truly met. Inclusive schools no longer provide "regular education" and "special education". Instead, inclusive schools provide an inclusive education and as a result students will be able to learn together.[1] In other words, it is open to all students, and that ensure that all students learn and participate. For this to happen, teachers, schools and systems may need to change so that they can better accommodate the diversity of needs that pupils have and that they are included in all aspects of school-life. It also means identifying any barriers within and around the school that hinder learning and participation, and reducing or removing these barriers. Inclusive education is a process of enabling all students, including previously excluded groups, to learn and participate effectively within mainstream school systems. Placing excluded students within a mainstream setting does not of itself achieve inclusion.[2]

Principles

  • Every student has an inherent right to education on basis of equality of opportunity.
  • No student is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status.
  • All students can learn and benefit from education.
  • Schools adapt to the needs of students, rather than students adapting to the needs of the school.
  • The student’s views are listened to and taken seriously.
  • Individual differences between students are a source of richness and diversity, and not a problem.
  • The diversity of needs and pace of development of students are addressed through a wide and flexible range of responses.

Practice

The practice of developing inclusive schools involves:

  • Understanding inclusion as a continuing process, not a one-time event.
  • Strengthening and sustaining the participation of all students, teachers, parents and community members in the work of the school.
  • Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Inclusive settings focus on identifying and then reducing the barriers to learning and participation, rather than on what is "special" about the individual student or group of students, and targeting services to address the "problem".
  • Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, environments and support.
  • Identifying and providing support for staff as well as students.

Com a colaboração da: Children with Special Needs (CWSN)

 

Web: http://www.icbse.com/2010/children-special-cwsn-cbse-schools/