Every student has an inherent right to education on basis of equality of opportunity.
No student is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status.
All students can learn and benefit from education.
Schools adapt to the needs of students, rather than students adapting to the needs of the school.
The student’s views are listened to and taken seriously.
Individual differences between students are a source of richness and diversity, and not a problem.
Presented by Ms Samriti Mona
The practice of developing inclusive schools involves:
Understanding inclusion as a continuing process, not a one-time event.
Strengthening and sustaining the participation of students, teachers, parents and community members in the work of the school.
Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, environments and support.
Identifying and providing support for staff as well as students.
Accommodations are used when the student is expected to learn the same curricular content. But the student may be taught in a different way or need changes in the environment.
Modification are used when the student is expected to learn less or different curricular content. This could require the modification of assignments, tests, worksheets and other materials in the classroom.