intro edu for all: Educationas a human right has been enshrined for all children in numerous internationaldeclarations since the 1948 Universal Declaration of Human Rights. Most notablythrough the Convention on the Rights of the Child (CRC) as well as focusedtreaties such as the UNESCO Convention Against Discrimination in Education in 1960and Elimination of All Forms of Discrimination against Women in 1979, reiteratingthe right to education for children with disabilities, girls, racialminorities, and migrant workers (E.
Heijnen-Maathuis, 2016). In this essay, wewill be focusing on the rationale of inclusive education as a worldwide trend. Edu for all include specials: Educationfor All movement and the subsequent Sustainable Development Goals has alsospotlighted the fact of normal students and special education needs studentshaving the right to be educated together in a regular mainstream system withthe normal children. An epitome would be the Open Society foundation in Armeniawhere there is an implementation of an innovative project to support specialschools for children with disabilities to act as resource support for inclusiveeducation in mainstream schools. To understandand evaluate the rationale of inclusive education has a worldwide trend, wemust first have a clear definition of who are the students with specialeducation needs and look deeper into the topics of inclusive education,mainstreaming and integration of special education needs students.
Intro of sen: In the SpecialEducational Needs Act (2004) purposed by the Government of Ireland (2004), theterm “special educational needs”, most commonly said as SEN, meansthat the capacity of the person to participate in and benefit from education onaccount of different aspects like enduring physical, sensory, mental health orlearning disability are mildly to severely restricted. Moreover, those withspecial education needs may encounter conditions in their lifestyle, where itmay result to them learning differently from a person without the condition. Findingsof UNESCO (2005) have realized the exclusion of SEN students from economic,social, political and cultural participating activities. Nonetheless, thespecialized programmes, institutions and specialist educators attempting tomeet the needs of the SEN students have had a rather pessimistic outcome offurther exclusion. Curriculum and aims for SEN: Realizingthe importance of education for both normal students and students with specialeducation needs and putting in the concept of viewing education as a role offacilitator in everyone’s human development and functionality (UNESCO, 2005), theNational Council for Curriculum and Assessment (NCCA) (2002) took prompt actionand came up with few broad aims of education for students with specialeducation needs to reflect on when special education with care is provided tothem. The aims: The aims proposed by the NCCAwholly focused on allowing SEN students to live a life in which they mayrealize their utter potential as individuals who are both unique and acceptedthrough a curriculum specially designed to be appropriate and reasonably aidingfor such students; allowing students with educational support to function asindependently as possible in society as it is important for them to realizetheir potential and that the world is theirs to shape; last but not least, to allowstudents with SENs to realize that learning is never-ending and that theyshould not allow any barriers to stop them from learning, especially in adultlife (National Council for Curriculum and Assessment, 2002). What was done as resource: Spotlightingthe additional support and attention required by the students with specialeducational needs after the announcement in Nov,1998 by the Minister forEducation and Science, new systems were introduced to allow resource-teacherposts and special needs assistant posts and staff resources were expanded inboth primary and post-primary schools (Government of Ireland, 1998).
Under suchcircumstances and the Equal Status Act by the Government of Ireland (2000) andEquality Act (2004), the education approach, inclusive education, had beeninitially implemented. According to UNESCO (2005), inclusion means “a dynamicapproach of responding positively to pupil diversity and of seeing individualdifferences not as problems, but as opportunities for enriching learning.”.Both acts have spotlighted the equality of opportunity and the prohibition ofdiscrimination of any sort on nine specific grounds of generic skills. It isbecause of these acts that inclusive education has been allowed to havereasonable accommodations to allow fair curriculum and teaching in class.What inclusive does for With the help of these actsand enhancement in quality and quantity of resources, inclusion teaching hasbeen successful at accommodating the diversity of needs and differences inlearnings of all, if not most, students by providing them with the appropriatestructures and curriculum to gain maximum benefits from the school. The mainfocus of teachers teaching in such inclusive school is to promote and preparethe students for communities and workplaces; to allow students with specialeducational needs to be able to contribute in such circumstances and in diverseatmospheres.
(Department of Education and Science, 2007). How to implement inclusive To implement inclusive education in different countries, it isnecessary for each country to see inclusion as a process of addressing andresponding to the diversity of needs of all learners. This can be done bydifferent countries responding to the issues the SEN students usually face inthe common society, which is by boosting the participation levels of SENstudents in different aspects. Nonetheless, a flexibility of changing and modificationin content, approaches, structures and strategies would be required. It is alsoimportant that the educator planners consider both the public and the privatesystem, in regards with the cost/budget and the academic level of students, inplanning in order to effectively address the needs of all learners (UNESCO,2005). According to UNESCO (2005), successfully removing marginalization,exclusion or underachievement during such implementation of inclusion, thecountry would be considered as a successful in implementing such system intoits educational world. The key in promoting the implementation of inclusion ona worldwide basis involves consistent inputs, processes and environments tofoster learning both at the level of the learner in their respective learningenvironment and at the same time, at the level of the system which supports thelearning experience in their respective countries.MAIN RATIONALE: Underthe Education of Persons with Special Educational Needs Act (2004) initiated by the Government of Ireland (2004), theNational Council of Special Education’s Statement of Strategy (2008) came upwith a structured framework to keep the inclusiveness of schools on track.
Themain rationale of inclusive education, which is the framework structure ofinclusion in school, is categorised in 10 different themes of leadership andmanagement, whole-school development planning, whole-school environment,communication, pupil and staff well-being (related to the fulfilment of eachentity’s potential), curriculum planning for inclusion, teaching and learningstrategies (related to the learning and teaching experience), classroom management(mainly protocols, rules and the implementation of curriculum), and the supportand recognition of learning (associated with types of assessments andcertifications depending on the class-aged students). These themes consist alsoof success criteria to allow schools implementing inclusive education someguidelines and indicators of good and successful practice.Tools used/process for inclusive Reasons why inclusive education has become a worldwide trend isbecause instead of seeing a child as a problem, inclusive education sees theeducation system as a problem. According to UNESCO (2005), inclusive educationon an international basis sees the education system as something that is notwell-equipped to handle diversity. The education system uses rigid methods andbrainstorming methods to teach both the disabled and normal students. What SENsneed is a rather flexible and an ever-changing curriculum, which is adjusted totheir comfort levels to meet their needs, allowing students to be included inthe society as a product. Nonetheless, other reasons why inclusive educationhas become a worldwide trend because teachers are able to appropriately involveparents into the students with SEN’s education.
Other than that, teachers areable to avoid drop-outs and repeaters at all, if not, most costs. Inclusiveeducation compensates both academically and economically to provide more and moreteaching aids and there is enough training equipment for teachers to beprofessional in this area. All in all, inclusive education is able to providean accessible environment for children. These factors allow inclusive to beaccepted worldwide and attracts parents who are concerned about their children’shealth conditions affecting their child’s development (UNESCO, 2005)