The inclusion education philosophy program has been initiated with the intention of ensuring that children with disabilities are offered with better education services in schools and other educational institutes. With regards to this, the concept of inclusive education is identified to be broadened in order to cover provisions for children with SEN provisions (Mitchell, 2010). …
The context of inclusion education has been formulated as along with implemented in different countries with greater significance. In this respect, different policies as well as practices in relation to inclusive education have been devised and implemented on a global context. Inclusive education is determined to be a decisive policy with regards to human rights along with equal opportunities. Additionally, the SEN provisions will ensure that social justice would prevail largely in a specific community of various nations (Winter & O’Row, 2010).
Inclusive education aids in the formulation of effective educational policies especially for children with disabilities and those who require SEN. The inclusive education system is based on certain principles that include diversity, equality and tolerance. With regards to this, inclusive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. ...
usive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. The Code intends to avail children with SEN and the process in accordance with which inclusive education services will be offered. Therefore, the plans associated with the Code are based on deciding appropriate policies on the basis of which educational policies in schools will be developed (Crowne, 2012). The Code ascertains the framework, the principles along with the standards that are to be followed by schools. Additionally, it will aid in evaluating the progress of schools in offering SEN to children and also accomplishing the determined objectives of providing inclusive or special education to disabled children. It covers the provision of ‘Special Educational Needs and Disability Act 2001’  (The National Archives, 2001). The SEN Co-ordinator (SENCO) provides the basic frameworks and the principles on the basis of which inclusive training programs will be conducted by ‘Local Education Authorities’ (LEAs). Accordingly, the local autorities will be able to maintain schools, develop settings in relation to early education and undertaking other measures along with duties in order to meet the needs of children with SEN. In this context, the ‘Education Act 1993’ has provided the ‘Secretary of State’ with the obligation and right to develop the Code. Moreover, ‘the Secretary of State’ is also empowered with the task of ...
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“The Context for Inclusive Education Essay Example | Topics and Well Written Essays - 4000 Words”, n.d. https://studentshare.net/education/106818-the-context-for-inclusive-education.
“It is society which disables physically impaired people. Disability is something imposed on top of our impairments; by the way we are unnecessarily isolated and excluded from full participation in society”
Different countries around the globe offer different educational opportunities to the impaired individuals in relation to the opportunities presented to non-disabled persons (Peters 2003, 1). In view of all this, the definitive purpose of education for persons in the group context may not be fully achieved.
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.
Teachers do need to take the necessary measures to understand such students better and provide them required support so that they don't shy away from bringing their problems to the teacher rather they should find a friend, an ally in the teacher.
Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community.
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
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There is a need to unravel the true definition or the most acceptable of inclusive education. Additionally one needs to assess whether or not inclusive education has brought positive changes. The negative consequences need to be analysed too. A thorough discussion on inclusive education must not neglect the need for parental involvement and roles played by teachers to facilitate the transition.
arily taking note of their specific needs, inclusive schooling has a profound emphasis on safeguarding the interests of children with SEND by ensuring they were able to adapt and fit into the system without prejudice, harassment, or victimization. Inclusive education is
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