When it comes to the topic inclusion, it is very hard to keep it simple, as the term itself carries a wide complexity and paradoxical elements. It opens up a broad field within the social, theoretical and practical contexts. Since The UN Convention on the Rights of Persons with Disabilities, inclusion became a legally binding right, and its implications within the educational system are immense. The concept of inclusive pedagogy and inclusive classroom became important to the EFL classroom.
Within the seminar Inclusion and Differentiation – Methods Embracing All Students in the Modern EFL Classroom, we concentrated for the most part on practical expressions of the idea of inclusion regarding inclusive didactics and inclusive methods. As a future teacher, I am grateful for any practical tools I can use to teach prospective students in the EFL classroom. However, the question that lingers is, why should I even care about inclusive didactics and methods in the first place? What is the basis and fundamental idea behind this? For me, this paper is a search for the reason why I should consider inclusive methods. I want to take a step back and inquire about the basics of inclusion. Where does it come from? What is its history within legal rights, and what concepts are there to define the term inclusion? How did the UN Convention affect requirements that relate to institutional and professional foundations?
The three main questions concern inclusion as a human right, concepts and definitions of inclusion, and the institutional and professional requirements of an inclusive school system. I will present scientific approaches and attempts to determine similarities and differences. I will start out with a selective chronological order of the legal historical declarations and conventions of inclusion, aiming to provide a basis for the definition of the term and its practical influence. The definition of the term inclusion is important to show the diversity of approaches and descriptions. I will start out with the comparison of inclusion to integration, and continue with its connection to inclusive schools and inclusive education. In the last chapter I will present structural necessities in the original form of the UN Convention and discuss requirements concerning the level of institutions and professionals.
Table of Contents
1. Introduction
2. Inclusion as a Human Right
2.1 Universal Declaration of Human Rights (1948)
2.2 Salamanca (1994)
2.3 The UN Convention on the Rights of Persons with Disabilities (2006)
3. What is Inclusion?
3.1 Integration and Inclusion
3.2 Inclusion and Inclusive Schools
4. Institutional and Professional Requirements of Inclusive Education
4.1 Structural Elements of Inclusive Education
4.2 Institutional and Professional Requirements
5. Conclusion
6. Bibliography
Objectives and Topics
The paper examines the fundamental concepts of inclusion, its historical and legal anchoring in international conventions, and the subsequent institutional and professional requirements for implementing inclusive education in schools.
- Historical evolution of inclusion through international declarations (UN, UNESCO).
- Distinction between integration and inclusion in pedagogical contexts.
- Structural requirements for inclusive education based on the UN Convention.
- Professional development and institutional prerequisites for inclusive teaching environments.
Excerpt from the Book
3.1 Integration and Inclusion
Integration and inclusion are occasionally synonymously used terms. Inclusion can be seen as an advanced form of integration, or as superseding integration (Sander 1994: 104). Additionally, at times the terms are used distinctly separate from one another to convey different meanings (Hinz 2002: 1). The German translation of the UN Convention translates the term inclusion into the German word for “Integration”. If this was an intentional move to avoid any obligations related to an inclusive concept, or if the terms are simply used synonymously, regardless of conceptual obligations, is critically questioned in some scientific literature. The ultimate verdict, however, still remains unclear.
In 1995, Feuser defined integration as a general child-centered and basal pedagogy. All children with or without disabilities should learn together in cooperative environments based on their respective level of development, and also with regard to their zone of proximal development. All children should play, learn and work on one subject (Feuser 1995: 173f). Environmental conditions need to adapt to the child in order to make them less disabled. Schools should be regulated so that children can attend the school closest to their residential area. This enables the ideal support for the child at school through specific assistance and social acceptance.
Summary of Chapters
1. Introduction: Presents the complexity of the term inclusion and outlines the paper's goal of exploring the legal, conceptual, and practical foundations of inclusive education.
2. Inclusion as a Human Right: Provides a historical overview of legal milestones, specifically the UN Declaration of Human Rights, the Salamanca Statement, and the UN Convention on the Rights of Persons with Disabilities.
3. What is Inclusion?: Analyzes definitions of inclusion, compares it to integration, and explores the perspectives of inclusive schools as evolving educational environments.
4. Institutional and Professional Requirements of Inclusive Education: Discusses structural elements and the necessary roles of institutions and professionals in establishing inclusive, non-discriminatory schooling.
5. Conclusion: Summarizes that inclusion is a fundamental shift in perspective and a continuous process based on human rights, requiring ongoing institutional commitment.
6. Bibliography: Lists the academic sources and legislative documents cited throughout the research.
Keywords
Inclusion, Integration, UN Convention, Inclusive Education, Human Rights, Special Educational Needs, Diversity, School Development, Pedagogy, Heterogeneity, Equality, Accessibility, Salamanca Statement, Professional Development, Educational Justice.
Frequently Asked Questions
What is the core focus of this research?
The paper explores the multifaceted nature of inclusion, specifically focusing on its legal origins, conceptual definitions, and the practical institutional requirements for inclusive education.
Which key topics does the work address?
Key topics include the historical development of inclusion, the distinction between integration and inclusion, structural elements of inclusive systems, and the professional requirements for educators.
What is the primary goal of this paper?
The primary goal is to investigate the basis and fundamental ideas behind inclusion and to explain why inclusive methods are essential in modern pedagogical practice.
What scientific methods are utilized?
The author uses a literature-based approach, analyzing scientific contributions and international legal conventions to derive arguments and insights regarding inclusive educational systems.
What does the main body cover?
The main body covers the legal history of inclusion (UN, UNESCO), the theoretical distinction between integration and inclusion, and the structural and professional standards required for schools.
Which keywords define the scope of the work?
Central keywords include Inclusion, Integration, UN Convention, Inclusive Education, Human Rights, Diversity, and School Development.
How does the author define the relationship between integration and inclusion?
The author presents inclusion as a potential paradigm shift that goes beyond the "two-group" categorization often found in integration models, emphasizing a pedagogy of diversity.
Why is the UN Convention on the Rights of Persons with Disabilities significant in this context?
It acts as the primary legal foundation, transforming inclusion from a pedagogical concept into a legally binding right that mandates changes in educational and social systems.
- Quote paper
- Anonym (Author), 2016, Approaches to Inclusion. Institutional and Professional Requirements for its Implementation in the EFL Classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/418605
