Frequently, when we explore the universe of the human being, we confront ourselves with a great diversity. The children that enter our classes make us to always look for solutions to the problems that appear. Most of the times we find the best solutions for the children. But, sometimes we are in trouble by the complexity of the problems. One of these problems is represented by the children with special educational needs.
These children are not special themselves. They only need a personalized approach in what concerns the methods we apply in their education.
The inclusive education (after the definition given by UNESCO) is a way of education adapted and individualized depending on the needs of all the children from the groups or the classes equivalent as age, in which exist children
with very different needs, capacities and levels of competence. By the inclusive education is offered support – in normal schools or classes- to the children with difficulties in learning, no matter their social origin or the troubles they have, accepted next to their “normal” colleagues.
The inclusive education is an international movement based on the human basic rights. According to the human’s rights principles, every child, no matter his affiliation or the level of development of his capacities, has the right of a high level of education, which should help to the raising of his cognitive and social capacities.
Even in the countries in which the inclusive education is introduced by law (in Italy and Norway for 25 years, in Great Britain for 10 years and in Holland recently), between the approached projects and the outcome is a big gap. The most important problem of this thing is the lack of the coaching of the teachers to provide help to children with special needs, of a poor organization with a too large number of children in the normal school, as well as the stiff outlooks of some of the teachers and children’s parents. In the countries in which the concept of inclusive education is less known and is applied only in some schools, as well as in the East-European countries, the main problems are material.
The biological proclivity is not a sentence, and the social environment is a chance. The sentence produced by the society is more dangerous for a developing child than the biologic proclivity. Starting from this, one have to understand that we live in a world of human diversity, that the school can’t shirk from role of promoter of the human progress and that only the school can make easy the change, seen as possible, of the mentality and attitude towards the educational needs of the children. School will succeed to answer to the special educational needs of the children and to the educational needs of their families only through its inner efforts and with everyone’s support.
image source : freeschoolclipart.com
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Frequently, when we explore the universe of the human being, we confront ourselves with a great diversity. The children that enter our classes make us to always look for solutions to the problems that appear. Most of the times we find the best solutions for the children. But, sometimes we are in trouble by the complexity of the problems. One of these problems is represented by the children with special educational needs.