By Seamus Hegarty, Cor and Meijer, Sip Jan Pijl
The way distinctive schooling is conceived varies all over the world, and perform varies consequently. one of many present debates issues the innovations of mainstreaming, integration and inclusion-and no matter if those are in reality various recommendations, or just assorted terminology. This ebook relies at the assumption that inclusive schooling is an important a part of delivering prime quality schooling for all. utilizing foreign examples, the writer clarifies the reason for inclusion and demonstrates the way it should be placed into perform.
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Extra info for Inclusive Education: A Global Agenda
This broad conceptual approach is needed in order to consider all facets of integ ration, and to underscore the fact that integration is not only a process of creating a new learning arrangement for individual children, but is concerned with innovation and change. A policy perspective on integration 35 Focusing on the individual draws attention to individual conditions for integration and to individual results of the process. Söder (1980) distinguishes between physical, social, functional and societal integration.
One of Tøssebro’s points is that the discussion of social integration so far has focused on friendship relations to the extent that other types of relations have been more or less forgotten. But if a mentally retarded person and his/her network are what is being studied, we naturally have to take all types of relations into account. Further-more, the dividing line between different types of relations is not always that clear. Take, for example, the relation to paid staff. Several studies have reported that when mentally retarded people are asked who their best friend is, they often give the name of one of the personnel.
Rather an account of the quality of the total life situation of a mentally retarded person is needed. In this account the way in which a person experiences this is an important aspect. The research focus has thus moved from behavioural outcomes to the effect of integration on the total, subjective as well as objective, life situation (Cattermole et al. 1990). The third development concerns the difficulties in comparing institutional life with life in the community. There are huge variations in the circumstances under which different institutions operate and in what constitutes community living.