Masum Billah :
When a school welcomes all students irrespective of their caste, creed, colour, religion, ethnicity and country and they are allowed to participate in all aspects of school life we can call that the school offers inclusive education to the students. Itis clearly broader than just disability, as the Framework spells out the many different categories of children who may be excluded from education. The guiding principle that informs this Framework is that: Schools should accommodate all children regardless of their physical, intellectual, social and emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalized areas or groups. Sometimes we get confused to differentiate between integrated and inclusive education. Actually integrated education is about ‘going to school’ whereas inclusive education is about ‘participating in school. However, it is important not to become too school-focused and remember that education is much broader than schooling. Inclusive education should incorporate a range of strategies what a community ensures that all children have equal access to education. This education should equip them for life as part of that community and help develop their potential. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.
All children benefit from inclusive education. It allows them to: (i) develop individual strengths and gifts, with high and appropriate expectations for each child. (ii)work on individual goals while participating in the life of the classroom with other students their own age. (iii)involve their parents in their education and in the activities of their schools.(iv)foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.(v)develop friendships with a wide variety of other children, each with their own individual needs and abilities.(vi)positively affect both their school and community to appreciate diversity and inclusion on a broader level.
Inclusive education is important because we need to give value to our diverse communities as human beings. These communities start at school, where all students learn to live alongside peers.
They learn together; they play together; they grow and are nurtured together. Education is the cornerstone of a person’s citizenship. It is central to a person’s opportunities for employment and inclusion in society.
Education will determine how a person contributes to his or her community.Education is a right for every child. They need to share and participate in, benefit from and contribute to all aspects of school life. A child who has an intellectual disability is entitled to the individualized supports necessary to be included in regular classes and all school activities. Parents should have the opportunity to become true partners in determining and participating in their child’s education. Education authorities need to accept their obligation to meet these needs and ensure that every child’s rights are being respected.
Inclusion has a broad positive impact on all students. An inclusive education system provides all students with lessons in cooperation, consideration of others and respect for diversity. Opportunities to learn from, support and develop relationships with one another are not possible when students are streamed into separate classes.Schools that have adopted an inclusive culture have demonstrated the benefits that it provides for all children in the establishment of a healthy society that respects and supports different talents, strengths and capabilities. On the other hand, people who have a disability have been clear about the harm they have suffered as a result of segregated education practices and the life-long dependence on specialized state or community supports that can result from a segregated education.
Families’ visions of a typical life for their children can come true. All parents want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities.Children develop a positive understanding of themselves and others. When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.
Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.Children learn important academic skills. In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do math and science. With higher expectations and good instruction children with disabilities learn academic skills. All children learn by being together.All these points advocate for inclusive education for learners.
The philosophy of inclusive education is aimed at helping all children learn and come under the benefit of the class. Children learn at their own pace and style within a nurturing learning environment. Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that all children can participate and learn. Inclusion is also about finding different ways of teaching so that classrooms actively involve all children. It also means finding ways to develop friendships, relationships and mutual respect between all children, and between children and teachers in the school.Inclusive education is not just for some children. Being included in inclusive education all children are at all times ready to attend regular schools and classrooms. Their participation is not something that must be earned. Inclusive education is a way of thinking about how to be creative to make our schools a place where all children get the opportunity to be creative through creative exercises and activities. Creativity may mean teachers learning to teach in different ways or designing their lessons so that all children can be involved.
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning. Every child has unique characteristics, interests, abilities and learning needs, Education system should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs. Those who have special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs, Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
We should remember another fact with double emphasis that girls with disabilities are doubly disadvantaged. A special effort is required to provide training and education for girls with special educational needs. In addition to gaining access to school, girls with disabilities should have access to information and guidance as well as to models which could help them to make realistic choices and preparation for their future role as adult women.
Human differences are normal and that learning must accordingly be adapted to the needs of the child rather than the child fitted to pre-ordained assumptions regarding the pace and nature of the learning process. But how we address them and their needs. If you we look at the renowned schools of Dhaka city we can see no such arrangement has been ensured even the slightest percentage. Now inclusive arrangement is ensured for the physically challenged children to get into the school, let alone the mentally challenged ones. We hold many seminars and symposiums and eve win many prizes but have we ensured yet the inclusion of disabled children and the children of diversified background in our city schools to educate together let alone the children of the remotest and neglected parts of the country?
(Masum Billah works as an education specialist in BRAC Education Program, Email: [email protected])
When a school welcomes all students irrespective of their caste, creed, colour, religion, ethnicity and country and they are allowed to participate in all aspects of school life we can call that the school offers inclusive education to the students. Itis clearly broader than just disability, as the Framework spells out the many different categories of children who may be excluded from education. The guiding principle that informs this Framework is that: Schools should accommodate all children regardless of their physical, intellectual, social and emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalized areas or groups. Sometimes we get confused to differentiate between integrated and inclusive education. Actually integrated education is about ‘going to school’ whereas inclusive education is about ‘participating in school. However, it is important not to become too school-focused and remember that education is much broader than schooling. Inclusive education should incorporate a range of strategies what a community ensures that all children have equal access to education. This education should equip them for life as part of that community and help develop their potential. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.
All children benefit from inclusive education. It allows them to: (i) develop individual strengths and gifts, with high and appropriate expectations for each child. (ii)work on individual goals while participating in the life of the classroom with other students their own age. (iii)involve their parents in their education and in the activities of their schools.(iv)foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.(v)develop friendships with a wide variety of other children, each with their own individual needs and abilities.(vi)positively affect both their school and community to appreciate diversity and inclusion on a broader level.
Inclusive education is important because we need to give value to our diverse communities as human beings. These communities start at school, where all students learn to live alongside peers.
They learn together; they play together; they grow and are nurtured together. Education is the cornerstone of a person’s citizenship. It is central to a person’s opportunities for employment and inclusion in society.
Education will determine how a person contributes to his or her community.Education is a right for every child. They need to share and participate in, benefit from and contribute to all aspects of school life. A child who has an intellectual disability is entitled to the individualized supports necessary to be included in regular classes and all school activities. Parents should have the opportunity to become true partners in determining and participating in their child’s education. Education authorities need to accept their obligation to meet these needs and ensure that every child’s rights are being respected.
Inclusion has a broad positive impact on all students. An inclusive education system provides all students with lessons in cooperation, consideration of others and respect for diversity. Opportunities to learn from, support and develop relationships with one another are not possible when students are streamed into separate classes.Schools that have adopted an inclusive culture have demonstrated the benefits that it provides for all children in the establishment of a healthy society that respects and supports different talents, strengths and capabilities. On the other hand, people who have a disability have been clear about the harm they have suffered as a result of segregated education practices and the life-long dependence on specialized state or community supports that can result from a segregated education.
Families’ visions of a typical life for their children can come true. All parents want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities.Children develop a positive understanding of themselves and others. When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.
Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.Children learn important academic skills. In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do math and science. With higher expectations and good instruction children with disabilities learn academic skills. All children learn by being together.All these points advocate for inclusive education for learners.
The philosophy of inclusive education is aimed at helping all children learn and come under the benefit of the class. Children learn at their own pace and style within a nurturing learning environment. Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that all children can participate and learn. Inclusion is also about finding different ways of teaching so that classrooms actively involve all children. It also means finding ways to develop friendships, relationships and mutual respect between all children, and between children and teachers in the school.Inclusive education is not just for some children. Being included in inclusive education all children are at all times ready to attend regular schools and classrooms. Their participation is not something that must be earned. Inclusive education is a way of thinking about how to be creative to make our schools a place where all children get the opportunity to be creative through creative exercises and activities. Creativity may mean teachers learning to teach in different ways or designing their lessons so that all children can be involved.
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning. Every child has unique characteristics, interests, abilities and learning needs, Education system should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs. Those who have special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs, Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
We should remember another fact with double emphasis that girls with disabilities are doubly disadvantaged. A special effort is required to provide training and education for girls with special educational needs. In addition to gaining access to school, girls with disabilities should have access to information and guidance as well as to models which could help them to make realistic choices and preparation for their future role as adult women.
Human differences are normal and that learning must accordingly be adapted to the needs of the child rather than the child fitted to pre-ordained assumptions regarding the pace and nature of the learning process. But how we address them and their needs. If you we look at the renowned schools of Dhaka city we can see no such arrangement has been ensured even the slightest percentage. Now inclusive arrangement is ensured for the physically challenged children to get into the school, let alone the mentally challenged ones. We hold many seminars and symposiums and eve win many prizes but have we ensured yet the inclusion of disabled children and the children of diversified background in our city schools to educate together let alone the children of the remotest and neglected parts of the country?
(Masum Billah works as an education specialist in BRAC Education Program, Email: [email protected])
