This essay declares that schools must recognise this basic fact and design their curricula, teaching practices and equipment to provide for the needs of their pupils. It is here that instead of plain theoretical development, practical experience in real life must be integrated into education through a cycle of action-reflection-action. Experiential learning must be used to bring about this change.
This paper stresses that education is divided clearly into two parts, one, the learning through practical observation and experimentation in their natural environment and second, through formal teaching, strengthened through supplementary work at home. It is important that inclusion to span the entire spectrum of people concerned with the education of the pupil; and that includes all pupils, male or female, ranging from those with special gifts to those with disabilities or having special educational needs [SEN], parents, and teachers. Each of them must join the process with enthusiasm and a feeling of belonging [inclusion] where they feel wanted, valued and happy in sharing the success of the joint efforts. Non-inclusion is caused by the system and not by the limitations of the students. Whatever the reason, there is nothing that is provided by special schools that can not be reproduced in the normal schools, and therefore pupils with disabilities and learning difficulties need not be segregated or protected. As more pupils of this type are enrolled in mainstream schools it will become possible to divert the money, materials and teachers enabling them to meet the challenges of extending their services to the diverse composition. ...Show more