Inclusive education: an educational environment for children with PLOs

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Movement in the direction of inclusion – this is not only a technical or organizational change, but also its philosophy.
That is why once again our teachers have been trained to adapt the environment to children who are studying on an inclusive or integrated form of education.
Inclusiveness especially emphasizes the provision of opportunities for equal participation of children with disabilities (physical, social and emotional) in the general system of education, for individual selection and reception of special services and devices for those who need it.
In determining the inclusions, teachers took care of:
Speaking of “Inclusion” we mean:
• Encouraging differences;
• benefits for those who are studying, and not only for those who are excluded;
• the absence of children who may feel excluded;
• Equal access to education or the creation of special conditions for certain categories of children without their exclusion.
Speaking of “Inclusion” we do not mean:
• the reform of only special education, but the reform of both formal and informal education;
• responding only to differences, but also improving the quality of education for those who study;
• special schools, but additional support for students in the general education system is possible;
• satisfaction of needs only for children with disabilities;
• Satisfying the needs of one child at the expense of another.
Teachers once again said “Yes!” Inclusively.
Inclusive education includes:
recognition of equal value for the society of all students and pedagogical workers;
Increase the participation of students in the educational process and out-of-school activities and simultaneously reduce the isolation level of students;
Changes in the policies of the educational institution, practice and school culture in order to bring them into line with the diverse needs of students enrolled in this institution;
Overcoming barriers to quality education and socialization for all students, not just students with disabilities and students with special educational needs;
Analysis and study of attempts to overcome barriers and improve the availability of educational institutions for certain categories of students. Conduct reforms and changes aimed at the benefit of all students;
Confidence that differences between students are a resource that contributes to the pedagogical process, and not obstacles that need to be overcome;
Recognition of the rights of children to education in general education institutions located at their place of residence;
Improvement of the situation in the school as a whole, both for pupils and for teachers.
Recognizing the role of the school not only in raising the academic performance of students, but also in the development of social activity of students;
developing partnerships between school and parents;
Recognizing that inclusion in education is one aspect of inclusion in society.

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