Inclusive Education

1820 WordsOct 13, 20108 Pages
Abstract A paragraph from Desiderata says, “You are a child of the universe no less than the trees and the stars, you have a right to be here.” The paragraph is in consonance with United Nations Educational, Scientific and Cultural Organization’s (UNESCO) 1994 Salamanca Statement which calls for the accommodation of all children, regardless of their physical, intellectual, emotional state in an ordinary school. The Framework for Action stipulates that children with special educational needs, namely: the gifted, the mentally retarded, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the speech defectives, the children with behavior problems, the autistic children and those with health…show more content…
To be part of an inclusive school, as a teacher, student or administrator, you need to consider four items. One, address attitudes and values – have involved persons identify what areas of inclusion they are comfortable with and what they are not comfortable with. Do not put values on this, just identify them. Two, information – read books, watch videos, talk to teachers of inclusive classrooms, do simulation activities for an inclusive classroom, visit inclusive schools to get information to build self-confidence and self-esteem for teachers and students. Three, application – take the risk of a support system in place to be receptive and willing to accommodate children with greater needs. This takes leadership from principals, teachers and students, and means a whole attitude of acceptance, tolerance and respect. (The Renaissance Group, 2009) Teacher Competencies Needed Inclusive schools do not ask “How does this student have to change in order to be a fourth grader?” but rather, “How do we have to change in order to offer full membership to our students with disabilities?” What competencies do general education teachers and special education teachers need to be competent inclusive teachers? One must possess the ability to problem solve, to be able to informally assess the skills the students needs rather than relying solely on standardized curriculum, to take advantage of children’s
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