Naslov
Education and inclusion

Autori
Pospiš, Miroslav

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, stručni

Izvornik
Međunarodni kongres o cerebralnoj paralizi - Planiranje boljeg života za odrasle osobe s cerebralnom paralizom : knjiga sažetaka / Pospiš, Miroslav - Pula : Hrvatski savez udruga cerebralne i dječje paralize, 2004, 60-61

Skup
Međunarodni kongres o cerebralnoj paralizi - Planiranje boljeg života za odrasle osobe s cerebralnom paralizom

Mjesto i datum
Pula, Hrvatska, 30.09.2004. - 02.10.2004

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Podatak o recenziji nije dostupan

Ključne riječi
edukacija ; inkluzija ; cerebralna paraliza
(education ; inclusion ; cerebral paralysis)

Sažetak
During last decades, an interest in questions of rights, equity and inclusion has been established from different social groups and their organisations. At the same time, the intervention of numerous international organizations has resulted to the creation of numerous Declarations and multiple Directives concerning human right and inclusion (i. e. The Declaration of Children Rights 1386/1959 ; The Declarations of the Rights of Mentally Disabled people, 2856/1971 ; The Declaration of Disabled Peoples Rights, 3447/1975 ; The Declaration of SUNBERG for Disabled People, 1981 ; The Salamanca Statement for Special / Inclusive Education: A Framework for Action, 1994 ; The International Top Conference on Social Development and Inclusion, Copenhagen, 1995) (Vlachou, 2004). Inclusive education happens when children with and without disabilities participate and learn together in the same classes. In the context of education: • Disabled children have been denied access to public eduaction, or when given access, have received an education that is not equal to that given other children (Fulcher, 1989) ; • Disabled children are being fully or partially segregatet on claims of protection from the harsh and cruel realities of mainstream schools-such as the attitudes of staff and pupils, verbal and physical abuse, lack of adequate resources, restricted and restrictive curricula, disabling architectural designs, etc. (Welsh and Brassart, 2002) ; We know that simply placing children with and without disabilities together does not produce positive outcomes. Inclusive education occurs when there is advocacy, planning, support and commintment. Some opinions about inclusive education are based on unsound information. Three common myths about inclusion are: • Separate is better. • Children must be “ready” to be included. • Parents don’t support inclusive education. Reality is that typical children and children with disabilities learn as much or more in inclusive classes. A child with disabilities does not have to perform at a certain grade level or act exactly like the other children in their class to benefit from being a full-time member in general education. The best outcomes occur when parents of children with disabilities and professionals work together. A major problem of policy design and implementation in the area of inclusion is its traditional, dominant and persistent focus on an individualistic deficits approach to needs. This approach locates the source of problems within the individual and justifies social inequalities on the basis of biological inequalities. By doing so, it totally ignores or overlooks the disabling barriers of an institutional, attitudinal, material and ideological nature (Vlachou, 2004). When children attend classes that reflect the similarities and differnces of people in the real world, they learn to appreciate diversity. Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children learn at their own pace and style within nurturing learning envinronment. The individualized education program (IEP) is the cornstorne of a quality education for each child with a disability. To create an effective IEP, parents, teachers and other school staff must come together to look closelyat the student’s unique needs.

Izvorni jezik
Hrvatski

Znanstvena područja
Kliničke medicinske znanosti

POVEZANOST RADA