Poor human resource management in the form of teachers lacking necessary qualifications and motivation and absence of required teamwork all contribute to halfhearted attempts at inclusive education. Administrative Challenges Malinen (2013) shows some interesting trends with regard to inclusive education in China. For instance, Malinen (2013, p. 6) reveals that almost 60% of Chinese children with disabilities already study in mainstream schools. However, this optimistic figure is based on a disability assessment system that is based on functional disability such as visual, hearing, language, intellectual, physical and mental disability. On the other hand, the WHO categorizes disabilities along cognition, mobility, self-care, getting along, life activities, and participation domains. Thus, the performance of inclusive education in China appears deceptively positive. Some legal and social challenges include the difficulty of children of economic migrants to large cities getting admitted to schools in the cities. The large classroom sizes, rote learning and an assessment system based on competition rather than teamwork also make it difficult to implement inclusive education. Malinen (2013) also notes that teachers spend little time in planning lessons for inclusive classrooms. The UNESCO (2003) report also reflects similar views such as the inadequacy of the curriculum to meet the diverse learning needs of inclusive classrooms. Inclusive schools are often inaccessible to scattered populations which also pose a strong challenge. Chen (n.a.) also notes the problem of large classrooms for inclusive teaching to take place. The dearth of effective teaching aids further complicates the situation for teachers, who are inadequately trained at times. Poor school management...
This paper approves that a conceptual paper on inclusive education by UNESCO validates the findings of Zhu and Wang by identifying some of the same barriers to inclusive education. The report highlights the challenge posed by socio-economic factors such as inadequate educational facilities and inequalities bred into the educational system. Poor human resource management in the form of teachers lacking necessary qualifications and motivation and absence of required teamwork all contribute to halfhearted attempts at inclusive education.
This paper makes a conclusion that the main challenges to inclusive education in China are administrative and cultural. School administrations are struggling to equip inclusive schools with well-trained teachers while parents of children with special learning needs need to appreciate the importance of inclusive education. Resources need to be invested in teacher training, curriculum development and making inclusive schools accessible to the target populations. The current curriculum and teaching methodologies are inadequate for meeting the learning needs of students. The Chinese government seems to be making inclusive education a major priority; however, cooperation from local governments is also essential for these efforts to be effective. Moreover, once general consciousness that inclusive education is beneficial for the whole society is raised, the prospects for inclusive education in China are likely to become much brighter.
This paper will analyze the challenges for inclusive education in China. A report on inclusive education published by UNESCO describes inclusive education as necessary to overcome exclusion and marginalization in society. Children with diverse backgrounds and learning difficulties study in regular mainstream schools…
Special education in England for over two decades has been subject to rapid change, of which programs allowing for inclusive education have played a pivotal role. But barriers still exist that can impede the development of this morally-mandated educational and social movement.
According to the paper inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn”. Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk.
There are very many significant areas in Inclusive Education that can be and need to be made the areas of researches and specific analysis. In this paper, one such crucial area of multifaceted study is identified in the area which investigates the relationship between social and educational inclusion, or, to be specific, the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities.
In fact for all the destinations in the various countries the global tourism markets are ahead of their own limitations. As an outcome, the factual and apparent tourism demand outer relies not simply on the mutual and monetary improvement of the tourist producing countries, on the whole world geo-political and financial conditions, but also on the geo-political and financial association between the sightseer and the diverse states.
As per the book title is given (Teaching students with special needs in inclusive setting) it is clear that the authors of this book have made their point clear about teaching students irrespective of whether a student is physically handicap.
Taking this into account, a particular individual is expected to raise various perspectives and viewpoints on issues pertaining to the relationship "education-society". Central questions coming out of the same would be:
1. As we know that the society itself is very important for inclusive education, so, how should the problem of inclusion be approached with a regional perspective while taking into account the various social factors while demystifying the apparent relation between inclusive society and inclusive education
Inclusive schooling intends to ensure that there is equal access to the various educational programs by all the students and also regular classroom setting. It is through inclusive schooling that students are in a position to get educational programs which are offered in their regular classroom setting hence increasing their potentials to succeed in education.
In this paper, it is investigated the relationship between social and educational inclusion, or the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities. The inclusion of the disabled children in education process is prime concern of every community.