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Philosophy of Inclusive Education
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Ali Asghar Kakojoibari   1, Alice Hovsepian1 |
| 1- Institute for Exceptional Children |
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Abstract: (7547 Views) |
| Almost a century of experience has proved that segregated educational system in which pupils are classified according to their disabilities and educated in separate educational settings has no relevance to their needs as Members of a human society. The most effective educational system is the one which is most relevant to its recipients needs. Since these needs are variable from time to time and place to place, it is very natural to think of an effective educational system as a flexible one which is not only localized and adaptable for the national, religious, cultural, economical and geographical features of each society, but is also based on a humanistic approach; i.e. it is not seen as an end but as a means for the expansion of humanistic values and the capacities for "learning to live together". Moreover; such an educational system is structurally so comprehensive that can include a wide range of pupils with different abilities and disabilities. In such a case, the focus of attention is being diverted from the pupil as the main cause of failure to other factors such as the capacities and attitude of the teacher, educational facilities and the like. Due to such a development, the educational structure will do away with its unnatural structure in which pupils are segregated, and will become a realistic sample of an inclusive society. In an inclusive society the threshold of acceptance of all and every member of the society with no regard to their abilities or disabilities, culture or status is increased so that they are mutually accepted and respected. |
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| Keywords: Inclusive Education |
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Full-Text [PDF 270 kb]
(1915 Downloads)
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Type of Study: Applicable |
Subject:
Special
Received: 2001/11/22 | Accepted: 2001/11/22 | Published: 2001/12/21
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