Inclusive Education. 1. The parties acknowledge that the policy of Least Restrictive Environment is legally mandated. They also recognize the extent to which any individual handicapped student should participate in regular education programs and services which must be appropriate to that student's unique needs as determined by an Individual Educational Planning Committee (IEPC) on an individual basis.
Inclusive Education a) The Board will provide the Band with key dates such as Kindergarten Screening, so the Board and the Band can work together in supporting Parents.
Inclusive Education. Introducing the Case of Kazakhstan As the ninth largest country in the world with a very diverse ethnic, linguistic, cultural, and religious population represented by over 120 nationalities (Bridges, 2014), Kazakhstan requires an inclusive education model to ensure the absence of discrimination and marginalization of certain ethnic or cultural groups. Having over 75% of schools (most of which are ungraded) located in poorer rural regions in comparison to 25% of urban schools might also imply the need for inclusion of learners from socio-economically disadvantaged backgrounds (ibid). However, the rhetoric of inclusive education reform has been mostly focused on the disability perspective. This might be partially explained historically by the previous ties to the Soviet Union where the priority for policy was directed towards inclusion via the principle of “druzhba narodov” (“friendship of nations” or “friendship of people”) agenda (Xxxxx, 2011). In regards to rural areas, living in ‘auls’ (a mobile nomadic encampment outside of the city) for centuries composed a dominant part of Kazakh way of living (Xxxx, 2007). Arguably, cultural diversity and rural households have been commonly accepted phenomena by society and promoted by the Soviet political vision. In contrast, when it came to individuals with disabilities, the policy approach was strictly segregational. Many of the contemporary barriers in inclusive education in Kazakhstan and most post- Soviet states are explained by the presence of the Soviet legacy which is characterized by a special or “correctional” educational approach to dealing with children with special needs (Xxxxx & Xxxxxx, 2013). During the Soviet period, schools were not equally available to all children, and it was a normal practice to separate children with disabilities from their peers and educate them in so-called correctional institutions or at home by special educators referred to as defectologists. Special psychological-medical-pedagogical commissions (PMPCs) have been responsible for diagnosis of children with special needs and choosing placement either at the correctional school or on a home-schooling basis (Xxxxx, Yakavets, & Xxxxxxxxxxxx, as cited in Bridges, 2014). These specialists were guided by medical paradigms in their assessments and would concentrate their focus on the deficits of a child without necessarily appreciating individual strengths. Medical paradigms also example a way of thinking that ignores the natural neu...
Inclusive Education. A. Association appointed designees will be invited to attend any in-District training session on inclusive education.
Inclusive Education. Education usually refers to all sorts of regular and systemic training of children and youth including courses aiming directly toward a specific occupation, that is vocational training. In Vietnam, the Ministry of Education and Training (MOET) is responsible for the management of all school, from the compulsory levels of basic education through the college and university levels. Although MOET has a department of professional education, it is the Ministry of Labor and Social Affairs (MOLISA) that is in charge of vocational training and employment (VTE) for PWD. ‘Including’ all children and youth in education regardless social and ethnic background has been a policy in Vietnam since the first constitution of the country in 1945. However, children and youth who are living with one or more physical and/or mental disabilities have not always been mobilized to attend school. This is due to many reasons: parents have been embarrassed7 thinking that their child had no ability to learn and study; poverty; no special 5 In order to stimulate an increasing quality of the teaching and learning, each class, school, district, province and city have a competition system (thi dua) in good teaching and good learning (day tot, hoc tot) 6 All activities under State management in Vietnam are subject to the inspection system (xxxxx tra). It is usually an independent unit within each section and department. 7 There are many reasons for being embarrassed but one common belief is that parents with CWD are punished for earlier generations’ misbehavior or that this is the ‘fate’ of the family. school available, the local community would also have strong opinions of the same kind and the school system itself, focusing on academic merits, was not ready and capable to receive children with diverse needs and abilities. In addition, the conditions of work and attitudes of the teachers have proven to be crucial for the possibilities to include all children in school in a sustainable and useful way for the children. (Xxxxxxxx, X. and Xxxxxx Xxxx Xxx, 2002; Xxxxx, X., 2002; Xxxxxxxx, X. and Xxxxx Xxx Xxx Xxx, 2006; Xxxx Xxxxx Xxx Xxx, 2008). Since about 1990, these views are changing and the GOV has relied on international conventions (Rights of the Child, 1991, Education for All 2003; among others) and national policies developed since then, such as the Universalization of Primary Education (1991), Law on Protection, Care and Education of Children (1991), Law on People with Disabilities (1...
Inclusive Education. In Greece the Greek Ministry of Education is responsi- ble for issues related to inclusion and disability in edu- cational settings. There is the Department of Special Education which oversees all issues related to special/ inclusive education in Greek schools. In 2008 the edu- cation of people with disabilities in public schools beca- me mandatory (Law 3699/2008) while the Convention on the Rights of People with Disabilities of the United Nations is a law of the Greek state (Law 4074/2012). Currently, Spanish education is regulated by Organic Law 3/2020 of 29 December 2020, which amends Organic Law 2/2006 of 3 May on Education (LOMLOE, 2020). This law incorporates educational inclusion among the general principles of education. Conse- quently, it establishes that the schooling of students with special educational needs (SEN) will be governed by the principles of normalisation and inclusion and will ensure their non-discrimination and effective equality in access to and permanence in the education system. However, different research44 has highlighted a gap between the declaration of intentions and the inclusi- ve practices in the Spanish education system, especia- lly with students with SEN. In fact, in 2017, the United Nations Committee on the Rights of People with Disa- bilities pointed out that the Spanish education system perpetuates a structural pattern of exclusion and se- gregation of students with disabilities, which hinders their access to inclusive education, as these students are placed in a parallel education system consisting of schooling in special education centres or special class- rooms within mainstream schools. In Italy, integration of disabled children in ordinary schools started in the 1970s. In this regard, the law no. 118/71 established that compulsory education had “to take place in regular classes, except in the case of mental deficiencies or physical impairments so severe as to pre- vent learning or integration in common classes”. The law no. 517/1977 determined inclusion of all disabled pu- pils between 6 and 14 years in public schools and in- troduced the figure of a specialised teacher (insegnan- te di sostegno) in classes with disabled pupils. Such a teacher needs to have a 2-year specialisation in spe- cial needs education; he/she is not meant to support one single pupil with disability, but to provide support to the whole class, in view of the greater educational needs. In Belgium the responsibility for education is a regio-...
Inclusive Education. Introducing the Case of Kazakhstan 2
Inclusive Education. Paraeducators in the IP, ECSE, SC, ASC, LINK, TOP and SA shall receive ten (10) additional hours of district directed in-service/staff development. This time is mandatory for first-year employees in Inclusive Education and optional for those who have more than one complete school year (Sept. - June) of service in the Kent School District as an Inclusive Education Paraeducator.
Inclusive Education. Students with significant disabilities in a general education classroom for a majority of the instructional day. In addition, students with other disabilities such as specific learning disability, mild/moderate mental retardation, or language disorders who require a special day class setting are also included. These students will be included in the regular education teacher’s class count.
Inclusive Education. The Clinton Community Schools shall continue to use the IEPT process in accordance with Special Education rules and regulations and provide the needed training provided by the Lenawee Intermediate School District. It is in the interest of both parties to jointly establish and implement procedures, guidelines and working conditions to promote the quality of education for special students enrolled in the Clinton Community Schools as a result of the Inclusive Education initiative. In the event problems arise, both parties agree to work cooperatively and the principal and the teacher shall reach agreement. If the principal and the teacher fail to reach agreement, the Superintendent and the Clinton Education Association President shall find a mutually agreeable solution to the problem. In no case shall the Clinton Community Schools be prevented from fulfilling the requirements of law.
