The integrated education, it is seen as a process with an education totally different of the traditional one in which take place reformulations of concepts and theories linked to the normalization as a process through which the acces to the existential patterns and to the daily life conditions can be assured, as close as possible to the normal characteristics of life, for all classes of persons, in such a way. That it might take in consideration notorly the way in wich the person/the child with disability adapts to the environement, but mostly the way in which the environement is ready to receiveand integrate the classes of persons.
The inclusion is often seen associated with students that have disabilities or wich have “special educational needs”.
As a matter or fact, the inclusions r
elegates to the scholostie education of all children and youth, according to the accept ”a school for all”. It offers the possibility of selfevaluation and recording of the progress gained in reaching the goal of a school for all, an important process frommultiple perspectives that of: the employed personal, the student, the parents and also of the other schools presumsa detailed examination of the manner in wick the barriers on the way of learning and participation to education can be reduced from the path of every student.
These considerations allow us to speak about a scool in motion, as a school of who’s methodological principles change after (to better suit in needs) to meet the needs of the student, of the young beneficiary of the special specific education process for which be opted or for whom a orientation has been determinated.
The “movement” seen in this context means:
- The ability of the teacher, professor, educator to understand “the need” psichopedagogical shaping on one hand as a personal needm inberent and on the other brand as contextual need, extrinsic as a member of the class, school, of the school group.
- The shaping of correct attitudes to the class level in understading the skills of the students, their fellowstudents, with special educational requirements, in helping achieve social and social-professional independence.
The opening of the society under every aspect: cultural, artistic, sporting, religious, medical, social, in gaining personal independence and of social inclusion.
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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The integrated education, it is seen as a process with an education totally different of the traditional one in which take place reformulations of concepts and theories linked to the normalization as a process through which the acces to the existential patterns and to the daily life conditions can be assured, as close as possible to the normal characteristics of life, for all classes of persons, in such a way. That it might take in consideration notorly the way in wich the person/the child with disability adapts to the environement, but mostly the way in which the environement is ready to receiveand integrate the classes of persons.