Lesson Outcomes:
By the end of this lesson, students will be able to analyze and articulate the benefits and challenges of inclusive education, demonstrating understanding through written reflection or discussion.
(Part 1) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
(Part 2) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
Inclusive Approach to Early Education (Foundation of Special and Inclusive Ed...MJDuyan
ย
Lesson Outcomes:
-Define inclusion and inclusive education and relate these definitions when they articulate their philosophy of education in teaching and supporting children with special needs; and
-Discuss/explain the concept of least restrictive environment/alternatives and explain (state) the rationale for inclusion/ inclusive education and early intervention
(Part 3) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
UNESCO promotes inclusive education and equal access to education for people with disabilities. It works to ensure disabled people are included in discussions on education for all and supports inclusive policies, programs, and practices. UNESCO also aims to increase opportunities for vocational training and social inclusion of disabled people. In India, UNESCO has helped facilitate access to Braille and launched early special education programs. Currently, it promotes inclusive, child-friendly schools and advocates for the right to inclusive education.
development of special education in India.Md Shadab Alam
ย
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
(Part 1) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
(Part 2) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
Inclusive Approach to Early Education (Foundation of Special and Inclusive Ed...MJDuyan
ย
Lesson Outcomes:
-Define inclusion and inclusive education and relate these definitions when they articulate their philosophy of education in teaching and supporting children with special needs; and
-Discuss/explain the concept of least restrictive environment/alternatives and explain (state) the rationale for inclusion/ inclusive education and early intervention
(Part 3) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdfMJDuyan
ย
LESSON OUTCOMES
-Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness.
-Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning.
-Explore various strategies and accommodations to support individuals with these conditions in educational and social settings.
-Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs.
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
UNESCO promotes inclusive education and equal access to education for people with disabilities. It works to ensure disabled people are included in discussions on education for all and supports inclusive policies, programs, and practices. UNESCO also aims to increase opportunities for vocational training and social inclusion of disabled people. In India, UNESCO has helped facilitate access to Braille and launched early special education programs. Currently, it promotes inclusive, child-friendly schools and advocates for the right to inclusive education.
development of special education in India.Md Shadab Alam
ย
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
ย
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learnerโs assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
This document discusses special education in the Philippines. It defines special education as education that addresses individual student needs and differences through tailored teaching methods, equipment, settings and other interventions. The goal of special education is to provide students with special needs access to appropriate educational services within mainstream basic education. It identifies ten groups of students with special needs and outlines principles of special education, including the right to appropriate education, prioritizing individual student needs, parental involvement, providing a continuum of services including inclusive and special schools, and adequate state resources.
This document provides an overview of the history and evolution of special education in the United States. It discusses how special education has progressed from institutions that segregated individuals with disabilities, to the establishment of laws like IDEA that require public schools to provide free and appropriate education to all children in the least restrictive environment. Key events discussed include important court cases that established and clarified rights for students with disabilities, as well as legislation like the Education for All Handicapped Children Act of 1975 that codified individualized education plans and other protections.
children with special needs: inclusive education, special education and inte...Naseera noushad
ย
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
This document outlines 13 principles of inclusive education according to UNESCO. The principles are: education for all, togetherness, equality, participation, acceptance/zero rejection, individual differences, access, non-discrimination, change, positive attitude, need-based education, social security/relationships, and understanding. Inclusive education aims to increase participation and reduce exclusion of all students, especially those at risk of being marginalized, by responding to student diversity and providing accommodations so that all children can learn together.
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
Special edcation concept,scope,objectives,principles pptSyed Tawseef
ย
Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
Persons with multiple disabilities have two or more serious disabilities that cause severe educational needs. They have complex instructional needs due to interactional effects of their disabilities. Multiple disabilities include cognitive, physical, sensory and health impairments requiring extensive supports. Accurate assessment is challenging due to limitations, so interviews regarding adaptive behaviors are more informative. Legislation requires public education and related services. Current trends favor inclusion with necessary supports when possible, though some controversy remains.
Education for collective living and peaceful livingThanavathi C
ย
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
John Dewey was an American philosopher, psychologist and educational reformer born in 1859 who developed the philosophy of pragmatism. Some key ideas from Dewey's philosophy included that education is not preparation for life but is life itself, learning occurs through experience and doing, and the school is a social institution focused on the growth of the child. Dewey believed education should be democratic, adaptive to individual needs, use natural settings for learning, and focus on improving the quality of living. His ideas significantly influenced progressive education and how we approach teaching and learning today.
This document compares the theories of Vygotsky and Piaget on child cognitive development. Vygotsky emphasized the social context of learning and believed that language acquisition shapes thought, while Piaget saw cognition as directing language development. Piaget outlined four stages of cognitive development from infancy to adulthood focused on adapting to the environment. In contrast, Vygotsky did not define strict stages and emphasized the zone of proximal development and language as a cultural tool. The theories have different implications for education, with Vygotsky seeing it as central to language learning and Piaget viewing it as refining an individual's language.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
Hearing impairment can be either pre-lingual, occurring before speech is acquired, or post-lingual, occurring after speech is acquired. It can be conductive, affecting the outer or middle ear, sensorineural affecting the inner ear, psychogenic with psychological causes, or central affecting the brain. Early detection is important for child development, and educational provisions include hearing aids, vocational training, auditory training, classroom arrangements conducive to hearing, nursery education, and speech reading. Teachers and parents both play important roles in developing hearing impaired children through clear speech, checking hearing aids, and organizing programs according to individual needs and abilities.
There is no typical person with learning disabilities as it covers a wide range of characteristics. Some students may have deficits in one area while others have deficits in multiple areas. Learning disabilities can cause cognitive difficulties, motor skill issues, social problems, and other attributes like hyperactivity, perceptual issues, emotional issues, attention disorders, impulsivity, memory problems, academic struggles, and language deficits. Boys are more likely to be identified as learning disabled than girls and may exhibit more physical aggression and loss of control while girls tend to have more cognitive, language, social, and math/reading problems. Specific learning disabilities can impact reading comprehension, word recognition, language analysis, oral reading, math computation, problem solving, and other academic areas.
The document discusses inclusive education and presents various theories that can be applied in inclusive classroom settings. It defines inclusive education as including all students in school, regardless of strengths or weaknesses, as part of the school community. It also discusses theories like empowerment approach, problem-solving theory, and behavioral theory that are relevant for inclusive classrooms. The social worker's role is to apply these theories to provide systematic help to students.
SPPU S.Y.B.Ed. Course Code BED-203 Unit -1 INTRODUCTION OF INCLUSIVE EDUCA...VikasTupsundar
ย
Inclusive education aims to include students of all abilities in mainstream educational settings by effectively meeting their diverse needs. It involves educating students with disabilities or other special needs in regular classrooms with support. Nearly 50% of children with disabilities are not in school compared to only 13% of children without disabilities. Inclusive education benefits all students by promoting social justice and a more positive learning environment through acceptance and respect for differences. It aims to remove barriers that lead to exclusion.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
ย
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learnerโs assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
This document discusses special education in the Philippines. It defines special education as education that addresses individual student needs and differences through tailored teaching methods, equipment, settings and other interventions. The goal of special education is to provide students with special needs access to appropriate educational services within mainstream basic education. It identifies ten groups of students with special needs and outlines principles of special education, including the right to appropriate education, prioritizing individual student needs, parental involvement, providing a continuum of services including inclusive and special schools, and adequate state resources.
This document provides an overview of the history and evolution of special education in the United States. It discusses how special education has progressed from institutions that segregated individuals with disabilities, to the establishment of laws like IDEA that require public schools to provide free and appropriate education to all children in the least restrictive environment. Key events discussed include important court cases that established and clarified rights for students with disabilities, as well as legislation like the Education for All Handicapped Children Act of 1975 that codified individualized education plans and other protections.
children with special needs: inclusive education, special education and inte...Naseera noushad
ย
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
This document outlines 13 principles of inclusive education according to UNESCO. The principles are: education for all, togetherness, equality, participation, acceptance/zero rejection, individual differences, access, non-discrimination, change, positive attitude, need-based education, social security/relationships, and understanding. Inclusive education aims to increase participation and reduce exclusion of all students, especially those at risk of being marginalized, by responding to student diversity and providing accommodations so that all children can learn together.
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
Special edcation concept,scope,objectives,principles pptSyed Tawseef
ย
Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
Persons with multiple disabilities have two or more serious disabilities that cause severe educational needs. They have complex instructional needs due to interactional effects of their disabilities. Multiple disabilities include cognitive, physical, sensory and health impairments requiring extensive supports. Accurate assessment is challenging due to limitations, so interviews regarding adaptive behaviors are more informative. Legislation requires public education and related services. Current trends favor inclusion with necessary supports when possible, though some controversy remains.
Education for collective living and peaceful livingThanavathi C
ย
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
John Dewey was an American philosopher, psychologist and educational reformer born in 1859 who developed the philosophy of pragmatism. Some key ideas from Dewey's philosophy included that education is not preparation for life but is life itself, learning occurs through experience and doing, and the school is a social institution focused on the growth of the child. Dewey believed education should be democratic, adaptive to individual needs, use natural settings for learning, and focus on improving the quality of living. His ideas significantly influenced progressive education and how we approach teaching and learning today.
This document compares the theories of Vygotsky and Piaget on child cognitive development. Vygotsky emphasized the social context of learning and believed that language acquisition shapes thought, while Piaget saw cognition as directing language development. Piaget outlined four stages of cognitive development from infancy to adulthood focused on adapting to the environment. In contrast, Vygotsky did not define strict stages and emphasized the zone of proximal development and language as a cultural tool. The theories have different implications for education, with Vygotsky seeing it as central to language learning and Piaget viewing it as refining an individual's language.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
Hearing impairment can be either pre-lingual, occurring before speech is acquired, or post-lingual, occurring after speech is acquired. It can be conductive, affecting the outer or middle ear, sensorineural affecting the inner ear, psychogenic with psychological causes, or central affecting the brain. Early detection is important for child development, and educational provisions include hearing aids, vocational training, auditory training, classroom arrangements conducive to hearing, nursery education, and speech reading. Teachers and parents both play important roles in developing hearing impaired children through clear speech, checking hearing aids, and organizing programs according to individual needs and abilities.
There is no typical person with learning disabilities as it covers a wide range of characteristics. Some students may have deficits in one area while others have deficits in multiple areas. Learning disabilities can cause cognitive difficulties, motor skill issues, social problems, and other attributes like hyperactivity, perceptual issues, emotional issues, attention disorders, impulsivity, memory problems, academic struggles, and language deficits. Boys are more likely to be identified as learning disabled than girls and may exhibit more physical aggression and loss of control while girls tend to have more cognitive, language, social, and math/reading problems. Specific learning disabilities can impact reading comprehension, word recognition, language analysis, oral reading, math computation, problem solving, and other academic areas.
The document discusses inclusive education and presents various theories that can be applied in inclusive classroom settings. It defines inclusive education as including all students in school, regardless of strengths or weaknesses, as part of the school community. It also discusses theories like empowerment approach, problem-solving theory, and behavioral theory that are relevant for inclusive classrooms. The social worker's role is to apply these theories to provide systematic help to students.
SPPU S.Y.B.Ed. Course Code BED-203 Unit -1 INTRODUCTION OF INCLUSIVE EDUCA...VikasTupsundar
ย
Inclusive education aims to include students of all abilities in mainstream educational settings by effectively meeting their diverse needs. It involves educating students with disabilities or other special needs in regular classrooms with support. Nearly 50% of children with disabilities are not in school compared to only 13% of children without disabilities. Inclusive education benefits all students by promoting social justice and a more positive learning environment through acceptance and respect for differences. It aims to remove barriers that lead to exclusion.
The Importance of Promoting Inclusion Of Persons With Disabilities for All KidsNehaNaayar
ย
The collaborative education of children with special needs and those who are generally developing is referred to as inclusive education. Itโs a concept that is frequently misinterpreted and abused; whereas many schools make the claim to be inclusive, very few actually are. But what does it mean to โpromoting inclusion of persons with disabilitiesโ?
What is inclusive education?
In inclusive education, regular students and students with special needs connect socially and academically while learning in the same physical area. Sharing the same physical area while taking part in entirely separate activities is not inclusive; it is not an either-or situation. Because of this, itโs critical for the entire school community to recognise the value of inclusion and make it a priority. This includes school administrators, instructors, parents, and students. When that occurs, everyone wins.
HEALTH-EDUCATION.PRINCIPLES.Compliance, Motivation, and Health Behaviors of t...CristelAnnVerayoDesc
ย
1. Health education has existed since pre-historic times when humans first taught each other about health.
2. Effective teaching in health education involves professional competence, strong interpersonal relationships, positive personal characteristics, engaging teaching practices, fair evaluation, and availability to students.
3. There are many barriers that prevent children worldwide from receiving an education, including a lack of funding, shortage of trained teachers, lack of basic facilities like classrooms, shortage of learning materials, dangers from conflict or long walks to school, and poverty issues like starvation, financial burdens on families, or societal issues like gender discrimination.
HEALTH-EDUCATIONETHICO-MORAL AND LEGAL FOUNDATIONS OF CLIENT EDUCATIONCristelAnnVerayoDesc
ย
1. Health education has existed since pre-historic times when humans first taught each other about health.
2. Effective teaching in health education involves professional competence, strong interpersonal relationships, positive personal characteristics, engaging teaching practices, fair evaluation, and availability to students.
3. There are many barriers that prevent children worldwide from receiving an education, including a lack of funding, shortage of trained teachers, lack of basic facilities like classrooms, shortage of learning materials, dangers from conflict or long walks to school, and poverty issues like starvation, financial burdens on families, or societal issues like gender discrimination.
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
This document discusses inclusive education, which aims to educate students with disabilities alongside their non-disabled peers. It defines inclusive education as an approach that ensures all students have access to their neighborhood schools and are provided appropriate supports to participate and learn. The key aspects of inclusive education discussed are educating students in age-appropriate regular classrooms, providing individualized services and supports, and creating a welcoming community for all students regardless of abilities. Benefits mentioned include developing strengths, friendships, and fostering respect and acceptance of differences.
This document discusses inclusive education, which aims to educate students with disabilities alongside their non-disabled peers. It notes that inclusion rejects separating students based on disability and instead focuses on full participation. The document covers the purposes and benefits of inclusion, as well as classroom practices like placing students with their age peers and encouraging friendship between students of all abilities. It concludes that inclusion asks teachers to support all students and that every person deserves to be included in their community.
This document discusses approaches to inclusive education, including segregation, integration, and inclusion. It defines marginalization as denying groups access to power and resources, providing examples of marginalized groups like the homeless and low-wage workers. Inclusion is defined as ensuring all students have equal learning opportunities through a common curriculum and differentiated instruction. The document contrasts inclusion with segregation and integration, and discusses how inclusion relates to the right to education. It also covers diversity in classrooms, learning styles, and socio-cultural factors.
This document discusses developing inclusive learning environments. It defines inclusion, inclusive education, and learning-friendly environments. Inclusion means including all children in mainstream schools. A learning-friendly environment responds to learners' specific needs. An inclusive mindset believes all people have equal value. The document presents principles of inclusive education, including valuing diversity, strength-based personalized curriculums, student engagement and agency, engaging stakeholders, and teachers with commitment, knowledge and skills. It provides examples of how to apply these principles and recommends inclusive teachers receive adequate support.
This document outlines objectives and strategies for creating and maintaining inclusive schools. It defines inclusive education as placing all students, regardless of challenges, in age-appropriate general education classes. An inclusive school operates with the premise that all students can fully participate. The document discusses developing school philosophy, identifying special needs early, adapting curriculum, encouraging participatory learning, and providing professional development, facilities, aids and adequate staff to support inclusion.
This document discusses inclusive education. It begins by defining inclusive education as bringing all students together in one classroom regardless of abilities, and maximizing the potential of all students. It discusses the benefits of inclusion such as developing friendships and learning important academic skills. It also addresses common misconceptions like the idea that separate classrooms are better or that students must be ready for inclusion. Overall, the document advocates for inclusion as an educational approach that provides community membership and learning opportunities for all students.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
The document discusses inclusive education for children with special needs. It begins by noting that all children may experience special needs at some point. It then defines several types of disabilities like physical, communication, and behavioral disorders. It explains different approaches to educating children with special needs, including segregation, integration, and inclusion. Inclusion places children with their non-disabled peers in mainstream classrooms. The document outlines several principles, aims, and processes of inclusive education. It also discusses barriers and provides suggestions for governments to better support inclusive education.
Inclusiveness handouut-All IN ONE(1-8)-Latest.pdfBirukYohannis
ย
The document discusses key concepts related to disability and inclusive education. It defines various terms like impairment, disability, handicap, segregation, exclusion, mainstreaming, integration, and inclusion. It explains different models of disability like the medical model, social model, and system-based model. The document also discusses the historical development of inclusive education, barriers to inclusion, causes and types of disabilities like visual impairment, hearing impairment, specific learning disabilities and more. Finally, it outlines expectations and support in mainstreaming versus inclusion.
The document discusses inclusivity in education in India. It notes that Indian society remains highly segregated along lines of caste, gender, religion, socioeconomic status and more. It advocates for inclusive education, where students with disabilities learn alongside their non-disabled peers, rejecting separate special schools or classrooms. Inclusive education aims to provide equal opportunities and freedom for all students through awareness, sensitization and capacity building.
The document discusses inclusion and inclusive practices in education. It defines inclusion as ensuring all children and young people, regardless of their background or situation, are able to fully participate in all aspects of school life. It identifies some key barriers to inclusion, such as physical barriers, lack of support and resources, and attitudes. The document emphasizes that inclusion is about providing equal opportunities and access, not treating all students the same. It also stresses the importance of including disabled students and removing barriers to their participation.
This document discusses inclusive education and teaching English to students with diverse needs and disabilities. It begins by defining inclusive education as bringing all students together in one classroom regardless of strengths or weaknesses. It discusses the principles of inclusive education, including that all children belong and have the right to be included. It also outlines the benefits of inclusion such as families' visions being realized and friendships developing. The document then discusses teaching English to students with various disabilities like learning disabilities, visual and auditory impairments, physical disabilities, and limited vocabulary. It provides characteristics and implications for each, emphasizing adapting teaching methods to individual student needs. The conclusion restates that inclusion enhances learning and academic achievement for all students.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
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Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
Information and Communication Technology in EducationMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Understanding Accommodations and ModificationsMJDuyan
ย
๐๐๐ฌ๐ฌ๐จ๐ง ๐๐ฎ๐ญ๐๐จ๐ฆ๐๐ฌ:
-Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications.
-Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.
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Benefits & Challenges of Inclusive Education
1. Michaelson Jasper P. Duyan, LPT
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY
ECOLAND DRIVE, MATINA, DAVAO CITY
2. BE PREPARED CELL PHONE POLICY
HOUSE RULES :
BE ON TIME
Be on class at least
10 minutes
before class.
All your things
must be prepared
before joining the class.
Kindly place your cell
phone on silent mode
or vibrate mode.
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
3. HOUSE RULES :
DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY
Wear something
comfortable but
presentable.
Raise your hand
when you have questions
and/or clarifications.
Especially when the
Teacher is discussing.
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
4. ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
5. BENEFITS & CHALLENGES OF
INCLUSIVE EDUCATION
Lesson Outcomes:
By the end of this lesson, students will be able to analyze and
articulate the benefits and challenges of inclusive education,
demonstrating understanding through written reflection or
discussion.
EDUC 103
7. Some of the Benefits of Inclusive Education are:
EDUC 103
HELP ALL STUDENTS REACH THEIR FULL POTENTIAL
CREATES A CULTURE OF ACCEPTANCE & UNDERSTANDING
BUILDS FRIENDSHIP AND BONDS BETWEEN CLASSMATES
PREPARES STUDENTS FOR LIFE AFTER SCHOOL
BENEFITS THE WHOLE SCHOOL COMMUNITY
8. Some of the Benefits of Inclusive Education are:
EDUC 103
INCREASE SELF-ESTEEM AND CONFIDENCE AMONG STUDENTS
IMPROVES SOCIAL SKILLS AMONG STUDENTS
WELCOMES DIVERSITY WITHIN SCHOOLS
IMPROVES ACADEMIC OUTCOMES
HELP TO REDUCE BULLYING & HARASSMENT
9. Inclusive education benefits all
students by providing a learning
environment that meets each
student's individual needs.
Inclusive education allows all
students equal access to the
general education curriculum,
regardless of their abilities or
disabilities.
HELPS ALL STUDENTS REACH
THEIR FULL POTENTIAL
EDUC 103
Some of the Benefits of Inclusive Education are:
10. Inclusive education seeks to
create a culture of acceptance and
understanding by bringing together
all students, regardless of ability,
in one learning environment. By
doing so, inclusive education helps
to break down the barriers that
often exist between students with
and without disabilities.
CREATES A CULTURE OF
ACCEPTANCE AND UNDERSTANDING
EDUC 103
Some of the Benefits of Inclusive Education are:
11. Inclusive education helps
classmates bond and build friendships
with one another. By having all
students in the same classroom,
regardless of abilities, classmates
have the opportunity to get to know
each other better. They can learn
from one another, share experiences,
and make friends.
BUILDS FRIENDSHIPS AND BONDS
BETWEEN CLASSMATES
EDUC 103
Some of the Benefits of Inclusive Education are:
12. Inclusive education prepares
students for life after school by
allowing them to learn in various
settings with different types of
learners. This prepares them for the
real world, where they will encounter
people from all walks of life. Inclusive
education also helps students learn
how to work together and respect
others' differences.
PREPARES STUDENTS FOR
LIFE AFTER SCHOOL
EDUC 103
Some of the Benefits of Inclusive Education are:
13. This can create a more tolerant
and understanding environment.
When all students are included in the
classroom, social barriers are
broken down and a sense of
community is fostered. Inclusive
education also allows all students to
learn from each other and helps to
develop empathy and compassion.
BENEFITS THE WHOLE SCHOOL
COMMUNITY
EDUC 103
Some of the Benefits of Inclusive Education are:
14. By providing a learning
environment that is welcoming and
supportive, inclusive education can
help all students feel noticed and
valued, regardless of their abilities
or differences. This can boost self-
confidence, as students come to see
themselves as capable and valuable
members of the community.
INCREASES SELF-ESTEEM AND
CONFIDENCE AMONG STUDENTS
EDUC 103
Some of the Benefits of Inclusive Education are:
15. Inclusive education also allows for
more significant interaction between
students of different ability levels,
which helps to break down barriers
and misconceptions. As a result,
students in inclusive education
programs tend to have better social
skills than those who are not in
inclusive education programs.
IMPROVES SOCIAL SKILLS
AMONG STUDENTS
EDUC 103
Some of the Benefits of Inclusive Education are:
16. Inclusive education allows all
students to feel accepted, respected,
and valued for who they are. This
education approach helps create a
more positive and inclusive school
climate, which is essential for promoting
social justice and ensuring that all
students have an opportunity to reach
their full potential.
WELCOMES DIVERSITY WITHIN
SCHOOLS
EDUC 103
Some of the Benefits of Inclusive Education are:
17. Inclusive education allows all
students to feel accepted, respected,
and valued for who they are. This
education approach helps create a
more positive and inclusive school
climate, which is essential for
promoting social justice and ensuring
that all students have an opportunity
to reach their full potential.
WELCOMES DIVERSITY WITHIN
SCHOOLS
EDUC 103
Some of the Benefits of Inclusive Education are:
18. This is because inclusive settings
provide students with a more diverse
learning experience, which allows
them to learn from and interact with
classmates who have different strengths
and weaknesses.
IMPROVES ACADEMIC
OUTCOMES
EDUC 103
Some of the Benefits of Inclusive Education are:
19. By ensuring that all students feel
welcome and included in the school.
community, inclusive education can
help prevent bullying and harassment
from occurring. In addition, inclusive
education can also help to provide
support for students who have
been victims of bullying or
harassment.
HELPS TO REDUCE BULLYING
AND HARASSMENT
EDUC 103
Some of the Benefits of Inclusive Education are:
21. CHARACTERISTICS OF INDIVIDUAL PUPILS
- In a diverse classroom all of the children sit together in a
classroom. Many students suffer from different disabilities. It
is very difficult to identify them in a diverse classroom.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
22. LACK OF ACCESS TO THE MAINSTREAM
- At present, only 4 to 5% of children with special needs out
of 30 million have access to education. Many schools do not
show a willingness to cater to the needs of these children.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
23. LACK OF AWARENESS AND NEGATIVE ATTITUDE
- The whole idea of inclusive education is defeated due to lack of
awareness, lack of positive attitude and sensitivity on the part of
teachers, classmates, parents and community and as a result these
children experience discrimination.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
24. LACK OF TRAINED TEACHERS
- Teachers lack competence and will to modify methodology
to serve the needs of children with special needs and other
children.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
25. LARGE CLASS SIZE
- There are normally 30 to 40 students in a class which makes
individualized attention very difficult. Teachers find it all the more
difficult to give individualized instruction to children with special
needs.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
26. LACK OF A CHILD-CENTERED AND RELEVANT CURRICULUM
- The curriculum lacks flexibility and does not provide
choice to these children. The teaching-learning material is
also not appropriate for children with and without special
needs.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
27. LACK OF PROPER INFRASTRUCTURE
- Children with special needs have various types of teaching and
learning aids. In India, most of the schools do not have proper
teaching and learning aids.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
28. LACK OF PARTICIPATORY ACTIVITIES
- The curriculum lacks flexibility and does not provide
choice to these children. The teaching-learning material is
also not appropriate for children with and without special
needs.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
29. INVOLVEMENT OF PARENT AND COMMUNITY
- As we know children with learning disabilities pose a lot of
challenges. The non-involvement of parents and the community
becomes a barrier.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
30. ACCOUNTABILITY
- The lack of accountability of teachers poses challenges in
inclusive education.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
31. PARTNERSHIP
- This is a partnership among parents, teachers, school and
community, and other stakeholders to make the program a
success. We found that this is missing.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
32. COLLABORATION OR CONSULTATION
- The collaboration between the different agencies of
education such as government, NGO, and community. We
found that there is a lack of collaboration between them.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
33. LACK OF SUPPORT
- Children with special needs require consistent, support from
parents and teachers to make satisfactory learning. We found that
there is a lack of support in some schools. There may even be
discrimination for those children with special needs.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
34. PEER REJECTION
- Peer rejection is one of the main barriers to inclusive
education. Peers generally try to bully and sometimes reject
them. They feel that these children are not a part. of them.
This is one of the major causes of drop out of school.
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
35. LABELING
- Labeling does not help because labeling children with special
needs means categorizing them according to disabilities which
makes them feel rejected
THE FOLLOWING ARE VARIOUS ISSUES AND CHALLENGES FACED BY
CHILDREN WITH SPECIAL NEEDS (CWSN) IN INCLUSIVE EDUCATION:
EDUC 103
Concerns and Challenges of Inclusive Education
36. The future is very bright indeed for children with
special needs despite the mounting challenges
and issues. Inclusive education and classrooms
are able not only to meet the requirements of LRE
for students with disabilities but also to benefit
regular education students as well. We observe
that with exposure, both parents and teachers
become more positive. Training and support
allow regular education teachers to implement
inclusive education with ease and success.
EDUC 103
38. As a future teacher of early learners with special needs, what are your
strengths, weaknesses, opportunities, and threats? Follow the format.
EDUC 103
41. EDUC 103
REFERENCE:
Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom
, J. V., & Cortes, D. M. (2024). Inclusive Education in Early
Childhood Settings. 10B Boston Street, Brgy. Kaunlaran,
Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR
PUBLISHING INC.
43. Michaelson Jasper P. Duyan, LPT
Special education
(cate 200)
Special education
(cate 200)
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY
ECOLAND DRIVE, MATINA, DAVAO CITY