Inclusice Education (!)

We must take these concerns seriously and dispel them by showing examples of positive experiences, which demonstrate that inclusive education can most certainly address quality issues in education.

It is our belief that inclusive education provides the best solution for a schools system which can meet the needs of all learners. The Flagship “The Right to Education for Persons with Disabilities: towards Inclusion” has accordingly been designed to serve as a tool to provide strategies for the development of an inclusive education of high quality.

In addition, we believe that inclusive education cannot be developed in isolation from overall school development. Inclusive education cannot be seen as a specific issue, but must be regarded as an approach to the development of the entire school system.

A decisive issue is that of how the individual pupil can be ensured optimal education in accordance with his/her capabilities and needs. In the holistic view of the pupil, opportunities for participation and sharing in the work of the class are a dominant factor in the planning of classroom activities.

Human differences are natural, contribute to the richness of every society and must, of course, be reflected in schools. Schools must ensure opportunities for participation and sharing through a wide range of working methods and individual treatment.

Inclusive education means that the school can provide a good education to all pupils irrespective of their varying abilities. All children will be treated with respect and ensured equal opportunities to learn together.

Inclusive education is an on-going process. Teachers must work actively and deliberately to reach its goals.