Inclusive education means educating all children, including those with disabilities or who speak minority languages, together in the same classrooms and schools. The document outlines several key principles of inclusive education such as non-discrimination, equal opportunity, adapting schools to meet student needs, and ensuring equal educational benefits for all. It also discusses the aims, advantages, barriers, and importance of inclusive education as well as the roles that accessibility and addressing issues like inferiority complexes, understanding, adjustment problems, and isolation play in inclusion.
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OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Meaning
• Inclusive education means all children in the
same classrooms, in the same schools. It
means real learning opportunities for groups
who have traditionally been excluded – not
only children with disabilities, but speakers of
minority languages too.
5. General
Principles of Inclusive education
• No discrimination with students
• Equal educational opportunity to all
• School adapt to the need of student
• Equal educational benefits for all students
• The student’s views are listened to and taken
seriously
6. Need and Importance
• To fulfil the constitutional responsibilities
• For the development for healthy citizenship
• Developing feeling of self respect
• For the use of modern technology
• For social equality
• Self reliant
7. Aims and objectives of inclusive
education
• Education for all
• Protection of rights
• Identification of skills
• Development of social consciousness
• To prepare for new challenges
• Development of brotherhood
• To improve quality of education
8. Problem faced by students
• Inferiority complex
• Lack of understanding
• Adjustment problem
• Isolated and segregated
• Feeling of extra burden
• Insecurity
• Lack of expression
• Negative approach
• shyness
9. Advantages of Inclusive Education
• Social Advantages
• Positive Environment
• Peer tutoring
• Benefits for Students without disability
10. Barriers of Inclusive Education
• Attitudinal Barriers
• Physical Barriers
• Informative Barriers
• Curriculum Modification
• Teacher Abilities
• Language and Communication
• Technological Barriers
• Lack of Funding
11. Role of Accessibility of Inclusion
• Physical Access
• Access to communication and Information
• Access to Services
• Access to Education
• Access to Employment
• Community Access
