BY CAROLINA PINHEIRO
The word "inclusion" is widely used, and sometimes we do not realizes its important meaning. If you work with education, or has contact with a student with disability this word importance cannot be unclear.
People with disabilities use the word "inclusion" to refer to their right to receive proper treatment, without limitations, segregation or restrictions of any kind, in every circumstances and places. In education, inclusion is an approach to educating students with disabilities, without segregating.
To apply an inclusive approach means to avoid segregation towards disabled students, eliminating aspects that make learning more difficult for these students.
Throughout history, people with disabilities were segregated and separated from normal life in society. Children and young people were often segregated in special schools, or were excluded from the educational system. These segregated or excluded children and young people many times did not receive the same education as non-disabled children.
Many approaches started to occur in order to give individuals with disabilities the same education as the rest of the society. The most know approaches are segregation (separating the person with disability from the society in special institutions), mainstreaming (to educate a disabled student part in a regular classroom and part in a special classroom, depending or his or her abilities and impairments) and inclusion.
Legislation in the UK prohibits discrimination in education and supports inclusive education. The UK also has obligations under international human rights law to provide inclusive education for all children.
The main laws relating to disability discrimination and to special educational needs in education are:
In education, inclusion differs from other approaches because of its intentions. An inclusive institution focus on including students with disabilities in the regular classroom all the time. Also, there is not a curriculum, or method, for non-disabled students and a special curriculum, or method, for students with disabilities. The curriculum and pedagogical methods are adapted so that all students can attend to one single class-room.
A successful inclusive education is not simple to achieve. To reach success many structural and methodological changes are required. These changes take form the physical structure of the school building to the formation and training of the professional in the school ¾ this includes the teachers, the janitors, the coordinators, everybody that will have contact with the non-disabled students and with the students with disabilities.
TYPES OF INCLUSION
Inclusive education has two types:
· First, the regular, or partial inclusion, in which the student with disability attends to a regular classroom part of the day ¾ and is treated as all the other students ¾ and receive special services, that his or her disability may require, outside the classroom ¾ in a resource room. This type of inclusion is very similar to integration and mainstreaming, although the ideas and philosophies behind them are different.
· The second is the FULL INCLUSION. In this case, all students are integrated, and special education is rather a service than a place. Changes are made in the curriculum, daily activities, classroom structures and other sectors, instead of removing the student with disability from the classroom to offer him these services.
A proper education is a right of all children, and all children also have the right to receive this education in a school near their home, not mattering if the children or youth has a disability or not.
The U.K government promotes officially the inclusion in schools since the 1980s. Inclusion, however, is not so common or simple as we wished. Some schools still feel, and in fact many are, not prepared to properly enroll and teach students with disabilities. Aspects like the building structure, proper equipments and special training of the employees are necessary to give a student with disabilities the education he or she deserves.
Also, a student with disabilities will not necessarily have a special educational need. However, some adaptations in the curriculum will be necessary at some point, so that all the students, not just those with special needs, will use all their potential.
For more information access: http://www.csie.org.uk/inclusion/education-disability.shtml
For video and interviews access: http://www.journeytoexcellence.org.uk/videos/martynrousetheinclusiveclassroom.asp
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