Scribd
Upload
265 views3 pages

Module Test 1

Inclusive education aims for all students to attend their local schools and receive support to learn in regular classrooms regardless of their backgrounds or abilities. The document discusses the principles, stages of development, key international documents on inclusive education and special educational needs (SEN), examples of inclusive education implementation in Spain, categories of SEN, differences between medical and social models of disability, how to create an inclusive learning environment, potential ethical issues, and developing partner relationships in inclusive institutions.

Uploaded by

Таня
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
265 views3 pages

Module Test 1

Inclusive education aims for all students to attend their local schools and receive support to learn in regular classrooms regardless of their backgrounds or abilities. The document discusses the principles, stages of development, key international documents on inclusive education and special educational needs (SEN), examples of inclusive education implementation in Spain, categories of SEN, differences between medical and social models of disability, how to create an inclusive learning environment, potential ethical issues, and developing partner relationships in inclusive institutions.

Uploaded by

Таня
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Module Test 1

1. Give the definition of inclusion and inclusive education.


Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to
learn. Inclusion is an organisational effort and practices in which different
groups or individuals having different backgrounds are culturally and socially
accepted and welcomed
2. What are the principles of inclusive education?
 a principle of togetherness,
 principle of equality,
 principle of participation,
 principle of acceptance.
3. What are the stages of development of inclusion?
a. stage 1: Exclusion. Children are denied regular school attendance and are
directly or covertly told that they are “not like that”
b. stage 2: Segregation. Children are admitted to school, but they do not
communicate with their peers and are taught to be in a class where the
teacher works with them separately.
c. stage 3: Integration. Periodically, children are in the general environment.
Conditions are being adapted. In addition, it is planned to create conditions
for the transition to regular classes.
d. stage Four: Inclusion. At this stage, the focus is on the child. The room for
classes, the curriculum is designed according to the needs of the child.
Attention is given to everyone individually.
4. What are the main documents on inclusive education and SEN?
The main documents are United Nations Sustainable Development Goal ,
Education 2030: Incheon Declaration and Framework for Action for the
implementation of Sustainable Development Goal , United Nations Convention on
the Rights of the Child (1989), United Nations Convention on the Rights of
Persons with Disabilities (2006), Salamanca Statement (1994), Cali commitment to
equity and inclusion in education (2019)
5. Describe the experience of inclusive education in one of the foreign countries.
According to the decree of December 5, 2003, all educational institutions are
required to comply with a number of requirements for the organization of
educational programs and the preparation of premises for the education of children
with disabilities.
Inclusive education in Spain a country that has succeeded significantly in this and
can serve as an example for many states that are only at the beginning of this
difficult, but so important path for public well-being.
Spain has also developed school cycles for children with disabilities:
Primary and secondary school (Educación Infantil) - education is available for
disabled children aged 6-12; High school (Educación Secundaria Obligatoria
(ESO)) - education for children 12-16 years old.
After children with disabilities complete both cycles of schooling, they are
awarded the Título de Graduado en ESO (Compulsory Secondary Education
Diploma). If the child could not complete the training cycle, he receives a
document that reflects the years of study and the points received for each discipline
passed.
Traditionally in Spain, children with disabilities study either in ordinary schools
with their peers, or in specialized classes based on a regular school, or in
specialized educational centers.
6. Describe SEN categories.
 Moderate Learning Difficulties (MLD);
 Behavioural, Emotional and Social Difficulties (BESD);
 Specific Learning Difficulties, such as dyslexia (SpLD);
 Speech, Communication and Language Needs (SCLN);
 Autistic Spectrum Disorders (ASD);
 Physical Difficulties (PD);
 Severe Learning Difficulties (SLD);
 Visual Impairment (VI);
 Hearing Impairment (HI);
 Profound Multiple Learning Disability (PMLD);
 Multisensory Impairment (MSI).
7. Present the differences between medical and social models to SEN.
The social model of disability says that disability is caused by the
organization of society, while the medical model of disability says that people are
disabled because of their defects or differences. Disabled people developed the
social model of disability because the traditional medical model did not explain
their personal experience of disability or help to develop more inclusive ways of
living.
8. How to create an inclusive learning environment?
The teacher must use inclusive language forms, develop warm and friendly
relations between students, differentiate the educational material, follow the
progress of each student individually, pay attention to each student.
9. Are there any ethical problems at inclusion?
The majority of teachers do not receive adequate training to fully prepare
them to create a fully inclusive classroom. As a teacher, you may be asked to
accept a student with cerebral palsy into your classroom. As a person, you feel that
it would be ethically wrong to protest this placement so you accept the student into
your class. Now you may be placed in a difficult situation because you are not
obligated to provide the highest level of care and education to a student whose
needs you may not fully understand. 
10. How to create partner relationships in inclusive institution?
Acquaintance with pupils or students should not be formal. The teacher should be
able to allocate his time in such a way as to get to know each student as a separate
person with his own characteristics. Various games, live questions and written
questionnaires, as well as observation are the main ways to obtain such
information. Involving children in the construction of the educational process.
Inclusive education should focus on the fact that students can manage their own
learning, i.e. its pace and volume. 
In order to develop partnership relations, the teacher must contribute to the
creation of a friendly atmosphere in the classroom

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy