Education aims at improving personality,mental & physical skills of the children. through preparing them to take active role in the community. The last part being the most important in our opinion.
Every child must be a contributor to the society, a rational human being who understands others & believes in coexistence. Inclusive education means that all students in a school, regardless of their strengths or weaknesses become a part of the school community. For this to take place, the philosophy of inclusive education has to be built in the minds of all parts of the local society, from children, parents, teachers, municipalities & local organizations.
Inclusion is complicated and raises a wide range of issues for reflection and debate. There are no
instant solutions to the hard questions that surround debates on inclusion. Is there a conflict between
being a high achieving school and an inclusive one? Does inclusion mean everyone, including the hard
to include? Is inclusion about bringing people in who have traditionally been excluded or is it about
the engagement of all people within a community? However, questions like these must be openly
addressed the decision making has to be a "Saamanjasya" or collaborative of all parts of the community.
The following recommendations are made for the promotion of inclusive education through the coming years in order to achieve comprehensive inclusive education system in country.
Every child must be a contributor to the society, a rational human being who understands others & believes in coexistence. Inclusive education means that all students in a school, regardless of their strengths or weaknesses become a part of the school community. For this to take place, the philosophy of inclusive education has to be built in the minds of all parts of the local society, from children, parents, teachers, municipalities & local organizations.
Inclusion is complicated and raises a wide range of issues for reflection and debate. There are no
instant solutions to the hard questions that surround debates on inclusion. Is there a conflict between
being a high achieving school and an inclusive one? Does inclusion mean everyone, including the hard
to include? Is inclusion about bringing people in who have traditionally been excluded or is it about
the engagement of all people within a community? However, questions like these must be openly
addressed the decision making has to be a "Saamanjasya" or collaborative of all parts of the community.
The following recommendations are made for the promotion of inclusive education through the coming years in order to achieve comprehensive inclusive education system in country.
- There must be recognition and acceptance that people with disabilities have a right to participate, as equal citizens, to the same extent as the rest of the community.
- There needs to be a move away from simply providing special education programmes for children with disabilities to ensuring that they are included in general mainstream schools. This prepares normal children to accept a world of diversity. They will be more sensitive and are less likely to cause discrimination
- Adequate policy and legislative provisions must ensure children with disabilities access to schools. However, policy formulation and implementation cannot not be effective unless the government gives attention to the quality of education, physical infrastructure, teacher training, support staff in the classroom and, most importantly, to the misconceptions and attitudinal barriers hindering the acceptance of inclusive education.
- People with disabilities and disabled peoples’ organizations (such as the National Federation of the Disabled) must be involved in the policy and planning process.
- Resources and efforts must be re-organized and reallocated to accelerate the progress of educating children with disabilities in mainstream schools. Resources must be used to make schools more accessible, and to provide assistive devices, and teaching and learning aids.
- A positive impact on the attitude of the general public and policy-makers can be made by intense advocacy, through organizing awareness-raising seminars and workshops, and by utilizing the media.
- Forming partnerships between schools, parent groups, community leaders, NGOs, and government and professional groups is essential in the promotion of inclusion in schools and the community.
- Early intervention programmes should be expanded to reduce the incidence of disabled children.
