Importance of Inclusion

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Importance of Inclusion by Mind Map: Importance of Inclusion

1. Moriah Fuller Jessica Jiron Cade Miller Sam Murdock

2. Universal Declaration of Human Rights

2.1. From 1948, before inclusion of students with disabilities was commonplace.

2.2. Disability is only explicitly referenced once, but addresses "everyone" often, which presumably includes people with disabilities.

2.3. Article 26-Inclusion in education is referenced, "Everyone has a right to education"(UN General Assembly,1948,p.5).

2.4. Article 23- Inclusion in the workplace is referenced,"Everyone has the right to work"(UN General Assembly,1948,p.4).

2.5. Article 27- Inclusion in community/leisure activities is referenced,"Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits"(UN General Assembly, 1948, p.5).

3. Inclusive Educational Practices As Perceived By Prospective Special Education Teachers

3.1. Focuses specifically on inclusion in educational settings.

3.2. More modern than The Universal Declaration of Human Rights, but still not current.

3.3. Prospective special education teachers from Estonia, Finland, and United States participated.

3.4. Inclusion is most common in Finland and least common in Estonia (Moberg, 1997, p. 30).

3.5. At this time, teachers were still critical of inclusion(Moberg, 1997,p.38).

3.6. Researchers suggest that positive attitudes toward students with disabilities must be cultivated before inclusion can be successful (Moberg, 1997, p. 38-39).

4. Definition of Inclusion

5. A Constitutional Provision for Educational Rights

5.1. Inclusion is important for the community

5.1.1. It is important to realize the role of human capital in regard to our educational rights and equality opportunities (Spring,p.149)

5.1.1.1. Inclusion helps people in the community realize other peoples worth.

5.1.2. As a people, our duty is to work for a harmonious and peaceful society and contributing to the welfare of others takes part in this (Spring,p.150).

5.1.2.1. If a community includes all, it creates a welcoming environment for others.

5.1.3. Not only is education an individual right, but as a duty because of it's affect on the good of others (Spring,p.150).

5.2. Equality opportunity provisions can bring inclusion to education.

5.2.1. Everyone has the duty as well as the right to receive an education (Spring, p.151)

5.2.1.1. Inclusion means to include everyone. This means giving everyone the education they deserve. It means providing the means and the ways people can fully perform to their personal best. These provisions provide ideas to help strengthen equality and inclusion in education.

5.2.2. Primary, secondary, and higher education shall be free. Primary and secondary education shall be compulsory until the age of 16 ( Spring, p. 151).

5.2.3. The government will ensure that no one is denied education due to lack of financial resources (Spring, p.151).

5.2.4. The government will protect groups previously discriminated against (Spring,p.151).

5.2.5. The right to be educated in their mother-tongue (Spring,p.153)

5.2.6. Right to instruction in a language used for religious purposes (Spring,p.154)

5.2.7. The right to secular or religious education financed by the government, but no one can be forced into religious education (Spring,p.155).

5.2.8. Rights for parents to choose a school based on philosophical values and/or cultural values (Spring,p.156)

6. Wanted: Internationally appropriate best practices.

6.1. People around the world with disabilities have the right to be full participants in their respective communities.

6.1.1. The importance of international perspectives.

6.1.2. The importance of not insisting on adoption of American models elsewhere.

6.2. Many practices are culturally biased, leaning more in favor of western societies.

6.2.1. Socioeconomic constructs differing from nation to nation (Meyer,33)

6.2.2. The assessments carried out in these foreign nations did not take into account the circumstances of children's families, culture or school communities.

6.2.3. Small research projects.

6.3. Access to self-reliance, to medical psychological and functional treatment.

6.4. In some parts of the world, similar principles of TASH have been successfully implemented.

6.4.1. Everyone is important.

6.4.2. Strong families matter.

6.4.3. Opportunities should be provided for all.

6.4.4. Society should capitalize on the talents and abilities of everyone(Meyer, 35).

7. Education in the flat world: Implications of Globalization on Education

7.1. No Child Left Behind distracts from teaching things that will enhance global competitiveness (Zhao, 2).

7.1.1. Expanding education to include a variety learning styles and expansion in subject matter will create well rounded individuals.

7.1.1.1. Cultural knowledge leads to respect for other cultures and people (Zhao,16).

7.1.1.2. Respect for various emotional and psychological capacities (Zhao,16).

7.1.2. Teachers are spending more class time practicing test subjects than any other topic (Zhao, 3).

7.1.2.1. Children are naturally curious.

7.1.2.2. Stifles creativity.

7.1.3. We are intelligent in different domains, more intelligent in some areas while less in other (Zhao, 8).

7.1.3.1. Unrealistic one-size fits all expectations for learning experiences.

7.1.3.2. Not every child learns the same way leading to neglect for that child's education.

7.1.3.3. Those skills deemed unimportant put students at a disadvantage to succeed and move towards a higher education (Zhao, 6).

8. The United Nations Declaration of the Rights of Disabled Persons (1975)

8.1. Higher standards of living

8.1.1. Right to live with their families or with foster families to ensure that living conditions are as close as possible to those of a normal person of his or her age.

8.2. Full employment

8.2.1. Access to a decent level of living through employment opportunities.

8.2.2. Organizations of disabled person.

8.3. Better economic and social progressive development.

8.3.1. Respect for their human dignity

8.3.2. Special needs considered for all economic and social planning.

8.3.3. Exploitation is not tolerated.

8.3.4. If any legal proceedings come the way of a disabled person, their condition is to be fully taken into account.