PHILOSOPHICAL BASES

(Inclusivity and Equality)

LEARNING OBJECTIVES
At the end of the lesson, the students will able to:
• 1. Understand the concept of special and inclusive education.
• 2. Distinguished the philosophical bases of special and
inclusive education.
• 3. Organize the idea of equality in education.
 INTRODUCTION
Education is essential for everyone. It is the level of education that
helps people earn respect and recognition. Education is not privilege. It
is human right; means, their right to education is legally guaranteed for
all without discrimination; states have the obligation to protect, respect,
and fulfill the right to education.
The universal Declaration on Human Rights, adopted in 1948,
proclaims in ARTICLE 6: Everyone has the right to education. Since then
the right of education is widely recognized and developed by the United
Nations, including the International Covenant on Economics, Social and
Cultural Rights (1966, CESCR0, and the UNESCO Convention against
discrimination in education (1960, CADE).
 The Principles of Inclusivity

 Acknowledge that individuals have unique and particular

needs in the learning and work environment
 respect each individual’s right to express and present
themselves relative to their religion, culture, ethnic
background, sexual orientation, gender identity, physical
and mental ability to promote inclusivity by reasonably
adjusting procedures, activities and physical environments.
 focus on the capability of the individual without
assumptions or labels.
 The Principles of Equality

Provide access of education for all

eliminate discrimination in education
distribute resources, opportunities, and
success for every students fairly
SPECIAL EDUCATION
• The term “Special Needs Education” (SNED) has come into
use as replacement for the terms “ Special Education”
• Special Education means specially designed individualized
or group instruction or special service/programs to meet the
unique needs of students with disabilities.
• Every school district is required to form a committee;
Preschool Special Education (CPSE) and Special Education
(CSE).
 PHILOSOPHY OF SPECIAL EDUCATION
The general philosophy of special education is that
all people have the ability to learn, regardless of their
particular disabilities. The trend in public education
students has shifted from isolating special education
students in separate classroom to mainstreaming in
regular classroom for at least part of the day.
 INCLUSIVE EDUCATION

• provides all students with aces flexible learning choices, and

effective paths in achieving goals in spaces where they experience
a sense of learning.
• refers to an education system that accommodates all children
regardless of their physical, social, emotional, linguistic or other
conditions.
• Inclusion involves adjusting curriculum, assessment practices,
teaching style and physical environment to provide for the needs of
all students.
 PHILOSOPHICAL OF INCLUSIVE EDUCATION IN
DIFFERENT SETTING
A. Palliser Regional School’s Philosophy
This philosophy is based on the belief that all children can learn
and reach their full potential given opportunity, effective teaching
and appropriate resources. Palliser Regional School’s agrees that
students with exceptional needs must be full participation in school
and society. Participation of students with exceptional needs in
inclusive settings is based on the philosophy of equality, sharing,
participation and the worth and dignity of individuals. Meeting the
learning need on either end of the spectrum improves the quality of
education for everyone in the classroom, as well as promoting the
awareness and acceptance of diversity.
B. PHILOSOPHY OF NORTHERN TERRITORY GOVERNMENT
In Northern Territory Government, it is believe that inclusivity
embraces the idea that everyone is an individual and their diversity
is respected. Inclusion starts from a recognition of he differences
between students and works to minimize barriers in education for
all students.
• Valuing all students
• Recognizing that includes in education in one aspect of an inclusive
society
• Increasing the participation of students in, and reducing their
exclusion from; the culture, curricula and communities of schools
• Restructuring the culture, policies and practices in schools so that they
respond to the diversity of students.
C. PHILOSOPHY OF MANITOBA
• Inclusion is a way of thinking and acting that allows every
individual to feel accepted, valued, and safe.
• Through recognition and support, an inclusive community
provides meaningful involvement and equal access to the
benefits of citizenship.
• In Manitoba, we embrace inclusion as a means of enhancing the
well-being of every member of community.
• The philosophy of inclusion goes beyond the idea of physical
location and incorporates basic values and a belief system that
promotes the participation, belonging and interaction.
Key facts about Special Key facts about Inclusive
Education: Education :
• Special Education is costly due to its • Inclusive Education is about effective
requirements and set up. learning by all children including
• Special Education schools and college children with disability
mostly charity oriented. • Inclusive Education is based on the social
• Pupil may developed low self-esteem in model of disability.
Special education • Inclusive Education consider that if the
• Limited opportunities for participation child is not learning then the system
• Teacher effectiveness limited to the needs to be improved, system having
group. some problems.
• Equal opportunities for participation
• teacher effectiveness in including all in
 IMPORTANCE OF INCLUSIVE EDUCATION
Inclusive system provide a better quality
education for all children and are instrumental in
changing discriminatory attitude. Schools provide
the context for a child’s relationship with the
world outside their families, enabling the
development of social relationships and
interaction. Respect and understanding grow
when students of diverse abilities and
backgrounds play, socialize, and learn together.
 Basic elements of Inclusive Education

1. Use of teaching assistants or specialists

2. Inclusive curriculum
3. Parental involvement
 EQUALITY
Among the major outcomes of the Decade of
Disabled Persons was the adoption of the Standard
Rules on the Equalization of Opportunities for Persons
with Disabilities by the General Assembly on 20
December 1993. The standard rules consist of 22 rules
summarizing the message of the World Programme of
Action.
PRECONDITIONS FOR EQUAL PARTICIPATION
Rule #1- Awareness Raising
Rule #2- Medical Care
Rule #3- Rehabilitation
Rule #4- Support Services
TARGET AREAS FOR EQUAL PARTICIPATION
Rule #5- Accessibility
Rule #6- Education
Rule #7- Employment
Rule #8- Income Maintenance and Social Security
Rule #9- Family life and Personal
Rule #10- Culture
Rule #11- Recreation and Sport
Rule #12- Religion
 IMPLEMENTATION RESOURCES
Rule #13- Information and Research
Rule #14- Policy-making and Plan
Rule #15- Legislation
Rule #16- Economic Policies
Rule #17- Coordination of Work
Rule #18-Organizations of Person with Disabilities
Rule #19- Personnel Trainings
Rule #20-National monitoring and evaluation of disability programmed and in the
implementation of the rules
Rule #21- Technical and Economic Cooperation
Rule #22-International Cooperation
 “Everybody is a genius. But if you judge
a fish by its ability to climb a tree, it will
live its whole life believing that it is
stupid.”

-Albert Einstein