The integrated /inclusive education, coming out and extended in the last decades imposes on as a functional principle that can be put into practice at the level of training school and also of educational training in school, family and society.
The word of integration suggests a mobile conceptual reality, an open and flexible one. The educational integration, as a principle, was suggested long time ago in pedagogy and developed in contrast with the idea of segregation in education.
The concept gets a new meaning in comparison with the reality of special education.
The inclusive/integrated education refers to the rehabilitation and training of the persons with special needs, brings the persons with deficiencies in normal training environments, but with differentiated instruction an
d educational tools for different handicap states:
- type
- degree.
The purpose of this education is to:
- Maximize the abilities starting from the levels that already exist
- Normalize the existence of the children with special needs
- Get some social optimal competences in order to assure a benefic insertion to the persons being in difficulty.
An important part within inclusive education has the partnership with the family that means:
- the early discovered medical diagnosis and the psycho-pedagogical one
- the counseling of the parents concerning the diagnosis and its consequences
- the informing of the parents concerning the real potential of the child and the susceptible ways to improve his growth
- the informing concerning types of services that can assure the education and growth of the child with special needs.
This type of partnership has at least two dimensions:
- the involving of the child in educational activities from small ages
- the involving of the family and community in the education of the child as soon as possible.
The education for all refers to:
- the access of all of them at the educational and supporting services
- the participation of the all involved factors in the growth and training of the child
- the quality of educational services-the curricular adaptation perspective of the school at the needs of the child.
The project of integrated education makes changes in the following components:
- the educative practices
- institutional development
- the partnership with the family
- the partnership with the community, the society, generally speaking.
The partnership with the family allows:-resetting-up of a positive relationship parents-deficient children and between parents;-the parents making sure that they are not alone in their educational intents with the child;-the assimilation by the parents concerning some abilities/ special education, relation, communication techniques;- informing them concerning the educational and corrective – compensatory potential of the child;-the parents involving in the compensatory-recovery program, as partners in the development activities.
We enumerate here some of the supporting strategies for the family :
- establishing the meeting ways and progress of the informing meetings;
- informing about the intervention program;
- establishing the ways of parents participating at the intervention program;
- reciprocal informing about the achieved progress of the child;
- informing about the program, making a small library where the activities should be found and also the problems that may come and the working techniques with the children.
As objectives of the partnership there are created:
- report and education of the adults;
- support to the education of the children;
- communication and inter-relationships
- auto- education
Today school can improve itself only evaluating all the time its needs.
Paraphrasing Mel Ainscow, some of the authors of the Resources Pack for teachers made by UNESCO giving support for all in education, it is better for us to think as far as we can, as flexible as we can and to operate carefully with small but certain steps.
image source : freeschoolclipart.com
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The integrated /inclusive education, coming out and extended in the last decades imposes on as a functional principle that can be put into practice at the level of training school and also of educational training in school, family and society.