Inclusive Education / Inclusion Strategies

Abstract

As a system, inclusive education should be flexible. Its principle should be education in the regular classroom whenever possible. This need for flexibility must be reflected in the methods and materials used to give these children the widest possible access to the regular curriculum. When discussing the kind of service needed, the starting point should always be what is best for the particular child. Emphasising inclusive education does not rule out special schools or centers. They would still be required to cater to children with profound and complex difficulties in need of more specialized and extensive help, including e.g. many deaf children. Inclusive education stands for improvement of schools in all dimensions to address the educational needs of all children. There is no need of reinforcing the fact that teacher education remains a very weak link with respect to equipping teachers to be prepared for an inclusive classroom environment. This alternative should, however, not be considered, unless classroom placement cannot meet their needs. In line with the new policy of inclusive education, special schools begin to function more and more as resource centers. They involve in outreach programmes, where they draw on their vast experience and knowledge. They link their activities with those of the regular schools, the families, and the communities. Inclusive education services allow children with disabilities to stay with their family and to go to the nearest school, just like all other children. In this context, it is important to stress the role parents have. They have a right to be involved in all decision-making concerning their child. They should be seen as partners in the education process. Where there is such co-operation, parents have been found to be very important resources for the teachers and the schools.