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INCLUSION IN IN EDUCATION

Enhancing Early Childhood Education and Care in Palestine /CARE

Training Course: Pedagogical Supervision in Early Childhood Education

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KINDERGARTEN/SCHOOL

What is?

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KINDERGARTEN/SCHOOL

What's the point?

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Challenges

“More than ever, education seems to have as essential role, giving all human beings the freedom of thoughts, feelings and imagination, that

need to develop their talents and remain as much as possible, owners of their own destiny” (Delors, 2000:100).

Pillars of Jacques Delors. Learn:

MEET – DO - LIVING TOGETHER - BE

The discovery of the other passes through the discovery of yourself

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SPECIAL EDUCATION

  • Specialized support to be provided at different levels of education of public and private and cooperative sectors aiming at the creation of conditions for the adequacy of the educational process to the special educational needs of students with significant limitations to the level of activity and participation in one or more areas of life, from functional and structural changes of permanent character, resulting in continued difficulties in terms of communication , learning, mobility, autonomy, interpersonal relationship and social participation.

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Inclusion

What is the challenge?

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SOCIAL EXCLUSION

A person is considered socially excluded when are prevented from participating fully in economic, social and civil life and/or when their access to income and other resources (personal, family and cultural) is so inadequate that doesn't allow to enjoy a standard of living considered acceptable by the society in which he lives(Gallie e Paugam, 2002).

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SOCIAL EXCLUSION IS THE COMBINATION OF:

  • lack of economic means,
  • social isolation;
  • limited access to social and civil rights.

​

The factors that can contribute to social exclusion are:

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  • labour problems
  • education and standards of living,
  • the health,
  • the nationality,
  • reduced schooling,
  • gender inequality,
  • ethnicity,
  • …

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INCLUSION

Assumes

DIVERSITY

acceptance

recovery

commitment

Enrichment

social and personal development

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Inclusion

Which favors the construction

an inclusive school?

Formulating responses to diversity as a whole

Appreciation of the procedural aspect – start the transformation

even in conditions not fully favourable

Understanding of diversity as opportunity to

personal enrichment, social, teaching process

and learning and not as an obstacle

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Inclusive education and the

The institution's Curriculum project

Project that incorporates diversity

as a central axis of decision-making

Sharing criteria,

strategies and make decisions

Collective Work

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  • Attendance to all the children of the community;
  • (and relationship between different)

Curriculum Project

  • Optimisation of spaces and resources;
  • (the expectations of the community and
  • the specific needs of students)
  • Proposal which covers all aspects.
  • (cognitive-affective-social)

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Curriculum

Must be targeted towards inclusive practice

Broad, balanced curriculum, flexible and open.

Common curriculum: reference to education of all children,

Whatever her social, cultural or personal condition;

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Inclusive Education

More inclusive society.

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Inclusion

Challenge facing the future

We must build.

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  • In integrating the child comes to school, where there are no modifications. The child adapts to school.

Inclusion X Integration

  • Inclusion there is participation of all, and the child is placed in the educational policy process. The school adapts to the child. All children.

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Inclusive Education

The Educator/Teacher

Initial formation

Important

Provide tools and resources

to work with the diversity

Continuing education

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“The inclusive education describes the process by which the school tries to respond to all students as individuals, recognizing and restructuring their curriculum organization and provision and use of resources to improve the equality of opportunities. Through this process, the school builds its capacity to accept all students that wish to attend” (Rodrigues 2001:112).

INCLUSION

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= ORE

INCLUSION

INTEGRATION

INCLUSION/INTEGRATION IN PRE-SCHOOL EDUCATION

BE A

​

​

PART

​

​

Of

​

​

A

​

​

ALL

JOIN

​

The

​

PARTS

​

OF

​

A

​

ALL

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INTEGRATION

  • The term "integration" has its origin in the concept of "normalization" and approaches much of the concept of "less restrictive means possible to uses in a broad sense to refer to the practice of integration – physics, socially and pedagogically-to the maximum extent possible, the children with special educational needs in regular school”

Miranda Correia (1997:19)

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INTEGRATION

  • Integrate is not the simple physical placement in a less restrictive environment; means an effective participation in the educational tasks that provide the child a differentiated education” (Bautista, 1997:30).

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INCLUSION

“All children with special educational needs should benefit, both, academic as socially, a learning environment where meet other children with normal academic achievements, as opposed to being placed in segregated environments. The principle of inclusion calls to a school that has the "child-all", not just "child-student" (...) and to respect the three levels of essential development, socioemotional and academic staff” (Correia, 2003, 34)

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CHILD

Development:

Academic

emotional partner

Staff

COMMUNITY

SCHOOL/KINDERGARTEN

STATE

FAMILY

​

(CORREIA, 1997: 35)

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  • Vygotsky advocated the idea that people with disabilities be included in regular school and from an early age that they should be educated to become socially valued workers.

(Veer e Valsiner, 1991)

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HISTORY

  • Segregation - paradigm of Institutionalization.

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  • Integration-Services paradigm.

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  • Inclusion - support Paradigm.

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SEGREGATION

  • Assistance model

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  • Establishment of a boarding school/asylum

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  • Children removed from the family get-together

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INTEGRATION

  • INTEGRATION IN THE COMMUNITY

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  • Partial frequency on regular School

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  • Most of the time in special classes with teachers specialized in Special Education Needs.

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INCLUSION

  • Feel an integral part;

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  • Partnership between family, school and specialized institution;

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  • Support of public services;

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INCLUSION

  • World Conference on Special education needs: Access and quality – Spain – June 1994 –
  • UNESCO

Salamanca Declaration -SPAIN

​

Right of everyone to education, regardless of their differences, emphasizing that education of persons with disabilities is an integral part of the educational system.

(Presented 85 Articles whose axis is the integration)

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Benefits

Description of benefits

Children with difficulties

Are away from the effects of segregated education, including the

negative effects of labels and negative attitudes

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Are provided competent models that allow them to

Learn new skills adaptive and/or learning, by

imitation, when and how to use the skills they already have.

Are in contact with competent peers who interact and

Learn new social skills and communication.

Have opportunity to establish friendly relations with the

normal children

INCLUSION IN KINDERGARTEN

(Wolery & Wilbers 1994, cit. in Gamelas, 2003: 34

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INCLUSION IN KINDERGARTEN

Benefits

Description of benefits

Children without difficulties

Have opportunity to formulate more realistic and accurate ideas about

of children with special educational needs.

Have opportunity to develop positive attitudes towards others who are different.

Have opportunity to develop altruistic behaviors and use.

Are in contact with children despite the difficulties go beyond challenges

(Wolery & Wilbers 1994, cit. in Gamelas, 2003: 34

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INCLUSION IN KINDERGARTEN

Benefits

Description of benefits

Community

They can keep their resources on limiting the need for intervention segregated programs.

Can save the educational resources more effectively if children are included in pre-school education continue in regular schools, than if the children are placed in special structures.

(Wolery & Wilbers 1994, cit. in Gamelas, 2003: 34

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INCLUSION IN KINDERGARTEN

Benefits

Description of benefits

Families of children with difficulties

Can learn about typical development.

May feel less isolated from rest of the community.

Can establish friendly relations with the families of children with typical development, these families may constitute a significant support.

(Wolery & Wilbers 1994, cit. in Gamelas, 2003: 34

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INCLUSION IN KINDERGARTEN

Benefits

Description of benefits

Families of children without difficulties

Can develop strong contributions to the families of children with special needs and for their communities.

Have the opportunity to teach their children about the individual differences and accept those who are different

(Wolery & Wilbers 1994, cit. in

Gamelas, 2003: 34

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ATTITUDES OF THE EDUCATOR

  • Seeks to know the legislation that guarantees the right to education of persons with disabilities;

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  • Requires assistance, structure, equipment, training and education network information;

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  • Biased demonstrations will not be tolerated;

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  • Is always ready to accept all children;

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  • Research about deficiencies and looking for successful strategies;

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  • Believe always in the child's learning potential and the importance of living with her for the growth of the school community;

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  • Organize themselves to meet the specific needs of each child;

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  • It all makes for working the prejudice in the community;

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  • Give as much information to the educational community (children, parents, colleagues, non-teaching staff, etc).