Question

what do understand by inclusive education? what kind of fundamental changes are needed in the structure of education system to make education inclusive?​

Answer 1

The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

Answer 2

Inclusion education ensures, in age-appropriate regular classes, that all pupils attend & are accepted by local schools and are encouraged to learn and contribute, and partake  in all facets of school life. Inclusive education involves how we create and plan our classes, courses, programs and events so that all students learn & participate together.

Explanation:

Inclusive education requires the integration of the whole educational system — legislation and regulations, funding mechanisms, administration , design, distribution and monitoring of instruction, and the organisation of schools. Both children have a right to education. The right to education applies to all children.

The fundamental changes which are needed in the structure of education system to make education inclusive are.

1. Adequate supports & services for the student
2. Well-designed individualised education programs
3. Professional development for all teachers who are involved, special & general  educators alike
4. Time for teachers to meet, plan, create, & assess the students together
5. Reduced class size on the basis of the severity of the student requirements.
6. Development of professional & technical skills in group teaching, cooperative learning, peer education, adapted curriculum
7. Collaboration between guardians/parents, para educators/teachers, administration, specialists, & outside agencies.
8. Adequate funding to allow schools to develop student-based programs, instead of the funding available.

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