Teaching students with disabilities is sometimes the only aspect of inclusive education that is considered. However, this is only a misconception; inclusive education encompasses much more. Respecting every child’s right to a high-quality education is the fundamental tenet of inclusive education.
Children with disabilities, refugees, migrants, members of racial, religious, and linguistic minorities, children from low-income families, street children, orphans, and children with HIV/AIDS are all eligible for inclusive education (Rodrigues, 2022). For a while, even a youngster who has dropped out of school due to illness or another issue qualifies as a child with exceptional educational needs. After all, kids fall behind in their studies and require more time to catch up with their classmates.
It is important to note that not all kids are appropriate for inclusion. Children who comprehend what it is like to be in a classroom, take out a notepad, and pay attention to the teacher may learn in inclusive classrooms. For instance, a youngster with substantial mental impairment would feel alone since he cannot learn to read, write, draw, or acquire fundamental social and household skills. Children exhibiting aggressiveness or potentially harming others should not be included. I may list the following three requirements for a typical inclusive education:
- The youngster will get more from it than if he attended a facility with specialized education.
- A special educator is required.
- The kid cannot continuously bother and hurt all the other kids.
It is important to note that a group of kids may achieve the same level of schooling, but their unique learning needs are suggested by their brain injury. For instance, practically all children with Down syndrome may learn the same things as children without the condition by employing different teaching methods. This necessitates professionals versed in neurobiological traits, unique pedagogical and medical training, and special teacher preparation.
References
Rodrigues, J. N. (2022). Migrant and refugee children in Europe: A new perspective. In Discourses of Globalisation, Ideology, and Human Rights (pp. 53-81). Cham: Springer International Publishing. Web.
Loading...
