Education for all corresponds to the inclusive school within school education. Strictly speaking, this school refers to all children’s integration in a school form whatever their capacities and abilities of both adaptation and learning. Broadly speaking, this sort of education deals with helping all the students work to the benefit of all educational factors concerned.
Instruments for describing inclusive school
All educational acts include three essential dimensions: strategies, practices and culture. A series of indicators can be employed in order to analyze and describe an inclusive school. (The Development of Inclusive Practices in School – Management Guide, 1998, MEC, UNICEF)
Inclusion indicators
"Inclusion indicators" provide a useful basis for achieving suc
h an analysis. These indicators depends on the data obtained from two main sources of information. Firstly, there are those data-coming, from the study of the process – witch are known to stimulate the participation of the students, who were previously excluded or discriminated. Secondly, we have to consider the latest data, regarding the efficient strategies in order to improve the school activities.
The first dimension – Culture
This dimension refers to the way in which the philosophy of the inclusive education is shared both by all school members and by everyone that enters the school. In fact, creating the school culture must become a process as important as the process of teaching and skill development.
The second dimension – The Strategy
This dimension refers to placing the inclusive approach at the centre of school development, so that, this might become part of all strategies and it shouldn’t be viewed as a new strategy – which adds to the existing ones.
The third dimension – The Practice
Through this dimension, we make sure that both the culture and the school inclusive strategies are reflected within the class activity. Thus, we will take into account the school curriculum and the module in which they apply – both inside and outside the class.
Inclusive education is claimed by its advocates to have many benefits for the students. Instructional time with peers without need helps the learners to learn strategies taught by the teacher. Teachers bring in different ways to teach a lesson for special needs students and peers without need. All of the students in the classroom benefit from this. The students can now learn from the lesson how to help each other. Socialization in the school allows the students to learn communication skills and interaction skills from each other. Students can build friendships from these interactions. The students can also learn about hobbies from each other. A friendship in school is important for the development of learning. When a student has a friend the student can relate to a member of the classroom. Students’ being able to relate to each other gives them a better learning environment. Involving peers without need with special needs peers gives the students a positive attitude towards each other. The students are the next generation to be in the workforce; the time in the classroom with the special needs and peers without need will allow them to communicate in the real world someday. Special needs students are included in all aspects of school-life.
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Education for all corresponds to the inclusive school within school education. Strictly speaking, this school refers to all children’s integration in a school form whatever their capacities and abilities of both adaptation and learning. Broadly speaking, this sort of education deals with helping all the students work to the benefit of all educational factors concerned.