Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education

Autor/inn/en	Abosi, Okey; Koay, Teng Leong
Titel	Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education
Quelle	In: International Journal of Special Education, 23 (2008) 3, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Play; Inclusive Schools; Disabilities; Social Values; Special Education; Teaching Methods; Child Development; Mainstreaming; Special Needs Students; Problem Solving; Regular and Special Education Relationship; Developing Nations; Foreign Countries; Educational Needs; Equal Education; Educational History; Educational Policy; Barriers; Cooperative Planning; Africa + Suchen Sie Ihr Suchwort? Spiel; Inclusive school; Integrative Schule; Handicap; Behinderung; Sozialer Wert; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Sonderpädagogischer Förderbedarf; Problemlösen; Developing country; Developing countries; Entwicklungsland; Ausland; Educational need; Bildungsbedarf; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Afrika
Abstract	Education has three main roles: it is developmental because it develops the unique qualities of a child; it differentiates between learners because it treats every child as an individual, appreciating individual differences; and it is integrative because it accommodates people of varying backgrounds (culture, beliefs and values) thereby allowing for a cooperative approach in problem solving (Abosi, 1996). It is therefore absolutely necessary that the components of the curriculum for teacher training programs, teaching and learning at all levels should reflect these roles, if we are to attain the development goals which include education for all. The development goals for individuals with disabilities will include elimination of poverty, acquisition of practical and survival skills, employment, empowerment and total integration in the social world. All these could be achieved through a well planned inclusive education system. Special education provides opportunity for education for all. Special education is part of general education which treats every one involved in it as individuals. Special education identifies problems which are specific to individual learner and adopts relevant personnel, methods and materials to overcome the problems. Special needs education ensures that everyone has equal opportunity to participate in classroom and play activities. This paper examines how special needs education uses the inclusive aspect of it to fulfill the aspiration of fundamental human right to education for children with disabilities. This paper will also examine some issues involved in inclusive education in some developing countries with specific reference to issues such as the concept of inclusive education, historical perspective, policies, barriers, the impact of culture, traditional values and beliefs on inclusive education, solutions and the current practice of inclusive education. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10