Including education - a socialization opportunity for children with special needs
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi
Erişim Hakkı
Attribution-NonCommercial-ShareAlike 3.0 United States
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
During the recent years, Bulgaria's educational system has been gradually turning its focus on reconsidering its philosophy and organization. The concepts of child-oriented education, the child /student/ as educational system's base value as well as the idea of placing the child at the center of the system, have been put forward. The education and social integration model which emerged from the practical implementation of the ideas based on the chiId being the main factor in Lhe educational system is known as lncluding Education, The lncluding Education has been adopted as the contemporary education paradigm which reflects the evolving inspirations of society towards the welfare of the children with unique educational needs, The lncluding Education is considered as a successful alternative to the traditional, differentiated (segregated) education of the children with special needs. The specifications of the child-oriented educational model are based on putting the child at the center ol the education process. The message that this concept emits is that each child is different and unique, despite the fact of helshe being a part from a group. Children shouldn't be considered as a homogeneous substance since each child has a specific set of capabilities, talents. objects of interest, experience and emotions. The education system must take into consideration these differences in order to provide learning and growing opportunities for each child - this is a cornerstone of a quality educatjon. This means that the education programs. the teaching and evaluating techniques and the work process organization must vary in accordance to the specific child's characteristics in order to fully engage his/her resources, to address his,/her needs, as opposed to being unified and unchanged for each child, The lncluding Education shares philosophy and principals which guide the educational policies and practices towards the child himself in order to provide an educational system which is hospitable to differences. lt gives all children the opportunity to be together in the classroom and participate in the learning process as well as to take part in out-of-school activities irrespectively of their capabilities, disabilities, beliefs. ethnicity, native language etc. Of course, the accent is put on the child as an individual while his specific needs and objects of interest are in focus. The school should become hospitable and tolerant to all the students, The idea of inclusion is of highest importance. Inclusion is a leading value in the democratic society of today. lnclusion means that the participation of each person in common deeds is a fundamental righI and an important resource, regardless of gender. disability, race, ethnic background, religion, and age. The policies which take into consideration such ideas are aimed towards providing favorable conditions to lnclusion: they create the material. institutional and cultural circumstances. Also, inclusion is an important resource. For example. the presence of children with special needs in school and their and participation in the general learning process has positive effect on the rest of the students because they learn to accept and tolerate differences. while child_oriented education techniques and pedagogical approach are promoted. The same is applied to children of ethnic minorities, which can also be a resource of important information about their traditions and culture and. in such a manner. enrich the other children's common knowledge about the world, The concept of lnclusion interprets the differences as resourcğs and not deficiencies or unwanted discrepancies. ln the same time. the physical presence of the child in class does not lead to his inclusion by itself, The transition of the student from specialized to general environment is an important step. but it has to be a carefully planned and executed process in order to help the sIudent's inclusion and development. Most of the children with walking problems need favorable architectural environment as well as a personal assistant and technical equipment in order to be fully included. lt is out of doubt that the presence of children with evident differences in common schools or in out-of-school activities'normalizes' their participation - the other children the teachers and the parents familiarize themselves with the difference and accept it as uninfringeable part of the education process. Focusing on the environment suggests that the work on the lnclusion is not just school's priority and it does not depend on age The effective lnclusion is a continuous process which demands a wider look on personalevolution and activity of man. lncluding education is a process of active participation in social interactions. lt is a factor which Favors the socialization of children with speciıl needs and increases the quality of their integration within schooland society, The idea of lnclusion helps education- oriented authorities. systems and methodologies meet the unique needs of all children. it is a Ilexible and dynamic process and its current development is justified by the culture and context of public life.
Açıklama
Anahtar Kelimeler
Kaynak
Maltepe University International Education Student Congress 2016
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Zelenkova, S. (2016). Including education - a socialization opportunity for children with special needs / Kaynaştırma eğitimi - özel gereksinimi olan çocuklar için bir toplumsallaştırma fırsatı. Maltepe University International Education Student Congress 2016, Maltepe Üniversitesi. s. 62-66.
