Inclusion, Curriculum and the Rights of the Child

Abstract

In 1989, The Centre for Studies in Inclusive Education (CSIE) published its inclusion charter which was subsequently revised in 2002. This charter sought an end to all segregated education on the grounds of disability or learning difficulty. The vision was that all children would be educated in mainstream classrooms with benefits for disabled and nondisabled pupils alike. Segregation emerged as a human rights issue firmly set within an equality of access agenda. Special schools were perceived as a violation of every child's right to the society of their peers within their local mainstream school. This paper considers the case of an individual with severe learning difficulties and his journey through the system of special educational needs in Northern Ireland (NI). In 1994, aged 5, he was the first child in his Education and Library Board area to obtain a supported placement in a mainstream school. Within the Northern Ireland system of education, while there has been increased inclusion in mainstream schools, special schools for children with severe (SLD) and profound and multiple learning difficulties (PMLD) have seen substantial investment in new buildings and resources. This paper considers a range of complex issues with regard to the inclusion agenda and children with severe learning difficulties. It considers issues in inclusion as the Department of Education embarks on the development of shared education campuses in Northern Ireland.

Inclusive Education and Practices of 21st-Century Teachers in Sindh

“…A conducive and friendly environment for each and every student who belongs with or without special needs should be provided for all types of children, including the setting of academic goals as per the individual's needs, ongoing internal and external assessment, assignment of flexible tasks, group activities, and respect for the individual characteristics of all students in the same class (Tomlinson, 2014). The successful implementation of inclusive education and diverse characteristics of students strongly depends on the teaching strategies and offered pedagogical skills (McMurray & Thompson, 2016;Petersen, 2016;Ainscow & Messiou, 2018). This background supports the inclusion of all students with and without special needs for the successful implementation of inclusive education teaching practices.…”

Implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif

“…Pendidikan inklusif semakin ditekankan secara internasional dengan dilakukankan kesepakatan terhadap pernyataan Deklarasi Salamanca (UNESCO) tahun 1994 di mana Indonesia menjadi salah satu peserta yang mengikuti kongres tersebut. Isi deklarasi tersebut dirangkum oleh Skjorten (2001) Dampak positif dari diselenggarakannya pendidikan inklusif yaitu mampu membuat PDBK lebih merasa di terima di masyarakat dan dihargai, tidak hanya itu, peserta didik reguler pun saat memiliki teman atau lingkungan sosial yang terdapat ABK, mereka belajar bagaimana bersikap toleransi dan menghargai serta menolong teman yang memiliki keterbatasan (McMurray & Thompson, 2016). Banyak dampak positif dari diselenggarakannya pendidikan inklusif inilah yang menjadikan sistem pendidikan inklusif baik untuk dilaksanakan (Bakken & Obiakor, 2016).…”

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

“…The shift from segregated schools for students with and without SEN has been accompanied by research focusing on common schooling for both groups of students and the efficacy of common schooling for students with SEN (e.g., Ruijs and Peetsma, 2009 ). Due to the diverse characteristics of students, the enablement of participation therefore strongly depends on the design of pedagogical offers and teaching approaches ( McMurray and Thompson, 2016 ; Petersen, 2016 ; Ainscow and Messiou, 2018 ). Against this background, making inclusion of all students happen is considered to be the objective of teachers’ implementation of inclusive teaching practices.…”