Inclusive education aims to provide equal educational opportunities for all students regardless of their abilities or characteristics. It involves modifying classrooms, teaching methods, curricula and assessments to accommodate students with disabilities or special needs. The goal is for these students to fully participate in regular educational institutions rather than adapting to an unchanged system, as in integration. An inclusive classroom benefits both students with disabilities by engaging them more in learning activities, and students without disabilities by enhancing their communication, acceptance and knowledge of diversity.
Inclusive education aims to provide equal educational opportunities for all students regardless of their abilities or characteristics. It involves modifying classrooms, teaching methods, curricula and assessments to accommodate students with disabilities or special needs. The goal is for these students to fully participate in regular educational institutions rather than adapting to an unchanged system, as in integration. An inclusive classroom benefits both students with disabilities by engaging them more in learning activities, and students without disabilities by enhancing their communication, acceptance and knowledge of diversity.
Inclusive education aims to provide equal educational opportunities for all students regardless of their abilities or characteristics. It involves modifying classrooms, teaching methods, curricula and assessments to accommodate students with disabilities or special needs. The goal is for these students to fully participate in regular educational institutions rather than adapting to an unchanged system, as in integration. An inclusive classroom benefits both students with disabilities by engaging them more in learning activities, and students without disabilities by enhancing their communication, acceptance and knowledge of diversity.
which every person, regardless of their physical, social, emotional, mental, linguistic, intellectual and other characteristics, is given the opportunity to study in general education institutions. At the same time, special conditions are being created for people with disabilities and with disabilities: redevelopment of classrooms, new teaching methods, adapted curriculum, modified assessment methods and others. Inclusion should be distinguished from integration, in which disabled people, people with disabilities or special educational needs study in regular educational institutions and adapt to the education system, which remains unchanged.
Inclusive The inclusion process involves people with
disabilities, cognitive and mental characteristics, representatives of ethnic minorities, persons held in penitentiary institutions, marginal strata of society, HIV- infected, migrant workers, foreign students, people in difficult life situations, gifted individuals, persons with various intellectual and physical disabilities, and others. With inclusion, children with disabilities and special educational needs are more engaged in the activities of the educational process, communicate with peers, exchange interaction skills in a natural environment and participate in group learning activities. Children without developmental limitations in inclusive classes have more developed communication skills and active behavior. They also have more knowledge about what "limited opportunities" mean, and higher scores on the acceptance scales for people with disabilities. Basic principles The value of a person does not depend on his abilities and achievements. Everyone is capable of thinking and feeling. Everyone has the right to communicate and to be heard. All people need each other. Genuine education can only be carried out in the context of real relationships. All people need the support and friendship of their peers. For all students, making progress is more about what they can do than what they can't. Diversity enhances all aspects of life. Thank you for attention