INCLUSIVE EDUCATION

Abstract

Inclusive education involves a constant process of improvement the educational establishment aimed exploitation existing, particularly human resources to support participation the educational process of all students within a communities. Creating opportunities for people with disabilities to participate the regular education is not only important for them but also for people without disabilities, understanding the benefit by people of human diversity... Inclusive education reveals outside social imperatives ideological, ecological and interactive conception of the difficulties learning and highlights the possibility that organizational changes and methodology, conducted in schools, in response to difficulties Children learning to lead to improved teaching and learning for all students. Lies a significant challenge launched by inclusion in education, the need for school development, training and change its overall, get properly meet participation of all children, including those with special needs, with disabilities (and other marginalized and / or excluded) in regular school environments as components of diversity human - with its specific differences. [PUBLICATION ABSTRACT]

Headnote

Abstract: Inclusive education involves a constant process of improvement the educational establishment aimed exploitation existing, particularly human resources to support participation the educational process of all students within a communities.

Creating opportunities for people with disabilities to participate the regular education is not only important for them but also for people without disabilities, understanding the benefit by people of human diversity...

Inclusive education reveals outside social imperatives ideological, ecological and interactive conception of the difficulties learning and highlights the possibility that organizational changes and methodology, conducted in schools, in response to difficulties Children learning to lead to improved teaching and learning for all students.

Lies a significant challenge launched by inclusion in education, the need for school development, training and change its overall, get properly meet participation of all children, including those with special needs, with disabilities (and other marginalized and / or excluded) in regular school environments as components of diversity human - with its specific differences.

Keywords: Inclusive education, special needs, diversity human, ecological and interactive conception.

Inclusive education involves a constant process of improving schools, aimed at exploiting existing resources, especially human resources to support participation in the educational process of all students within a community. In this way, children who are included in the category of those with special educational needs may come to be seen as factors that stimulate the evolution towards a global educational environment richer.

The pace of social change intensifies: today all over the world, companies turn really fast and are becoming increasingly diverse. Social changes often have the ability to make those who are attached to their own status to feel threatened, you can get to resentment and fear to get outside the members, which lead to different attitudes to harm or stigma. Even if it does not show violent discrimination can easily become part of the social structure.

The two vectors of social inclusion and respect for diversity are closely related. Social inclusion refers to citizenship status and rights. Respect for diversity is correlated with belonging and mutual acceptance. The two vectors have a symbiotic relationship, supporting each other and together are reflecting ideal that all citizens participate in their own environment, enjoying full rights and safety belonging.

There are two ways to approach vectors. Social inclusion programs aimed at social discrimination. This often involves overcoming barriers imposed by socio-economic, political orientations, ethnicity, preventing children have real access to various resources, facilities or services.

Respect for diversity programs are designed to promote positive attitudes and to recognize the needs of those who are different. This does not refer to constitutional rights, but the way in which children and adults interact in everyday situations.

The respect for diversity should promote positive social behavior, interactions open and accountable - including responsibility effects created by barring discrimination. Respect for diversity and commitment to incorporating transposes imaginary realities of other people (eg theater, stories, images). Other components include speaking skills, negotiation, and confrontation of anger and resolve conflict situations.

Respecting diversity is in compliance with United Nations Children's Rights Convention that supports the right of all children to grow up in environments that are not violated the principles of equality, where there are differences based on race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability or social status differently.

Despite the risk differentiation and discrimination, increasing social heterogeneity can also offer children opportunities to explore cultural and intercultural exchange. Exposure of children in inclusive environments and facilitates the development of normal and raised by their long-term potential.

A concern in this area has Bernard van Leer Foundation, which in "Early Childhood Matters" No. 108 / June 2007 Page 5-7, shows the framework document of the foundation, "Promoting inclusion and respect for diversity in the media age children small "it unites both approaches forming the main aim of interventions in this area. Any project based on social inclusion and diversity should take into account that the two vectors are intrinsically linked and therefore must avoid the trap of considering structural discrimination as a problem of cultural diversity.

The values of inclusion and respect for diversity have always been the mainstay Bernard van Leer Foundation's mission, particularly targeting disadvantaged groups of children from socially and economically. These values also play a role in the other two areas of action.

Professor Janette Rhedding-Jones Professor of Early Childhood Education at the University of Oslo Norway, in the article "Implications for early childhood professionals" - published in the above mentioned on page 47 makes the following remarks about diversity:

"Diversity can be perceived as positive institutions that are providing employment potential. Diversity can be seen as another term for different, which implies marginalization. In examining the two approaches, the article focuses on those whose work is found in bureaucracy and administration and those who are involved in child rearing and education and training sector.

Diversity is a term that should not be used with ease. It is a concept with a great load very complex and allusive. The views presented are very different and there are other ways to conceptualize the idea of diversity. It is important to approach a critical perspective, to explore and analyze the implications of the relationship between concept and approach."

The experience gained by Prof Dr. Radhika Viruru in India in 2002 on early education entitled her to say: "the concept of 'Relationship' others place them in a position of equality and is a present need for different.

Another important aspect is the concept of relationship as part of a process rapidly changing and diversifying, and to be reduced to the essential need to be accompanied by permanent attributes" ("Implications for early childhood professionals" on page 48 -49). Viruru's diversity is "a process in continuous change and diversification" (page 49) that exist because of the relationships we have with other people is a concept with a great load very complex and allusive.

Professor Martha Friendly, Coordinator of the Department of Resources and childcare, Canada, shows that public policy, well designed, is fundamental for early education and child care can enhance the development of children, supporting parents, equity and social solidarity.

Comparative studies such as the Organization for Economic Cooperation and Development and the thematic report shows that some elements of public policy include:

January. Access and universal participation, non-discrimination in preference to promote certain social segments or leaving the part of those who can not afford the payment of certain fees;

February. A coherent policy approach that integrates care for children and their education to ensure access to employment;

Three. Satisfactory service for parents;

April. Substantial public funds, targeted;

Quality programs that develop through a process of participation and include a curriculum. ("Early Childhood Matters" No. 108 / June 2007 page 13).

Evolution towards inclusive education is supported by the UN Convention on the Rights of the Child. The adoption of the Convention by the UN General Assembly and its subsequent ratification by 187 countries impose radical transformation of traditional practices. The Convention contains a number of items that require governments to undertake a systematic review of legislation, policies and practices to assess the extent to which they comply with the obligations imposed on the education of all children.

In recent years, in Romania, there have been taken a number of significant actions toward supporting, producing and developing inclusive practices. These include projects for research and action, the result of collaboration between the Ministry of Education and UNICEF, UNESCO resources using packet for teachers entitled "Special Requirements in class." Both materials are intended to support initiatives aimed at increasing the level of participation and learning at all levels in the Romanian education system.

References

REFERENCES

Coordonatori: Ecaterina Vrasmaç, Traian Vrasmaç, (2012), Educatia incluziva în gradinita: dimensiuni, provocari §i solutii, Buzau, Alpha MDN. '

http://www.unicef.ro/wp-content/uploads/Educatia-incluziva-pt- web.pdf