UNESCO
Welcoming Schools: Students with disabilities in regular schools.
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This document is about communities, teachers and children working together to minimise barriers to learning and promote the inclusion of all children in school. It is constructed from the voices of a group of teachers from fifteen schools in different countries who have shared the experiences, classroom practices, successes and challenges faced as they made their classrooms more 'welcoming', more responsive to the learning needs of all children. [The document] has a focus on a specific group of children who are often disadvantaged in terms of equal opportunities. In the text, the term 'special educational needs' is used to refer to those children whose learning is seen by their teachers as a cause for concern. This may be because they have specific impairments (such as visual, hearing, motor, etc.) which present challenges to schools and teachers in terms of physical access as well as access to the curriculum. Teachers need to adapt the pace or mode of learning so that all children participate effectively in the curriculum. Commonly the term 'special educational needs' is seen to refer only to a problem or a 'deficit' in learners, however, this is not what is implied in this document. Students with disabilities are not a homogeneous group, they are as different from - and similar to - one another as any student is different from - and similar to the other. Barriers to learning arise from a multiplicity of inter-related factors, to do with schools, teachers, curriculum and resources. The teachers who collaborated on this project were aware of these relational factors. This is essential when developing inclusive schooling. Inclusion calls for a respect of difference. ... A disability 'label' tells very little about how barriers to learning might be overcome. Inclusion helps to breakdown barriers in attitudes. The stories in this document l ensure physical access show how welcoming schools are l ensure development of inclusive developing in different cultures and school policies in many different ways. (DIPF/Orig.).
Schlagwörter
Bildung für alle, Chancengleichheit, Lernprozess, Beispiel, Curriculum, Differenzierung, Unterrichtsgestaltung, Unterrichtsinhalt, Unterrichtsklima, Unterrichtsmethode, Unterrichtsprozess, Inklusion, Sonderpädagogik, Sonderpädagogischer Förderbedarf, Heterogenität, Modell, Praxis, Welt, Benachteiligtes Kind, Australien, Chile, China, Deutschland, Ghana, Indien, Kanada, Lesotho, Mongolei, Palästina, Peru, Portugal, Südafrika (Staat), Uganda, Ungarn,
| Quelle | Paris: UNESCO (1999), 41 S., URL des Volltextes: http://unesdoc.unesco.org/images/0011/001184/118455eo.pdf |
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| Beigaben | grafische Darstellungen |
| Sprache | englisch |
| Dokumenttyp | Monographie |
