|
|
|
|
Bibliographies : Save the Children (UK) : Towards Inclusion: SCF UK's Experience in Integrated Education - Contents
Integrated education is the term used to describe the process of bringing children with disabilities into mainstream schools. Inclusive education is a wider process of integration, incorporating the idea of access for all (other disadvantaged groups as well as those with disabilities), and the accommodation of the mainstream school to the diverse needs of all children. Both terms are commonly used to describe the process of providing access to mainstream education for children with disabilities. Internationally, 'integrated education' as a term to describe the process has been succeeded by 'inclusive education'.
The goals of inclusive education can be defined with reference to the educational issues of access and quality or with reference to the long term goal of an 'inclusive society'. It is likely that some potential partners (government and Ministries of Education), will see it primarily in terms of its educational goals, while others (Displaced People's Organisations and Non Governmental Organisations) will be more likely to concentrate on the social goals. For SCF, it is likely that both these aspects will be important.
In seeking suitable terminology, SCF is faced with a difficulty. In the current programmes, the term integration and the related translations into local languages are now well known and introducing a change in terminology might cause confusion. There are also those who are unhappy about presenting as inclusive, programmes which do not and can not cater for all children at present. In each programme cited in this document only a limited number of children have been included and in most countries some children will remain outside the mainstream system either in special schools or at home. And yet, SCF programmes more closely resemble the inclusive model than the integration model seen in countries with more developed education systems in that the major emphasis is on changing the general classroom. As this document aims to stimulate discussion and inform SCF staff rather than present a formulated policy, the issue of terminology has been left open. The acronym IE has been used throughout, and the title 'Towards Inclusive Education - SCF Integrated Education Programmes', is as near as we can go to resolving the issue at the present time.
Within schools, IE is an approach which aims to develop a child-focus by acknowledging that all children are individuals with different learning needs. Through an IE programme, teaching and learning can become more effective and relevant and meet the needs of all children, not just those with disabilities. Therefore IE will be good for all schools, although all schools may not be good for all children. As a catalyst for change, IE provides not only for school improvement but also for an increased awareness of human rights and a reduction in discrimination.
In the community, IE is a community responsibility requiring collaboration between sectors and extensive participation. Supporting and involving families is central to IE as the family has prime responsibility for the care and education of their children. Community Based Rehabilitation (CBR) and other community development programmes offer important support to IE both within schools and beyond. They may also have a direct role to play in providing types of education which are beyond the scope of formal schools, such as helping children with severe disabilities learn basic skills in their own homes.
IE addresses a real need, is a readily understandable concept, and in most countries requires no new major resources, but primarily involves changes in attitudes, behaviour and ways of working. In addition it has the potential to make a very effective starting point to addressing the Rights of the Child in a range of cultures and contexts.
Bibliographies : Save the Children (UK) : Towards Inclusion: SCF UK's Experience in Integrated Education - Contents
 |
 |
 |
17/10/1997