Custom term paper on An inclusive education and the most important criteria of inclusion

The first setting of inclusive education – barrier free – means that all children should learn together in all cases where this is possible, despite any difficulties or differences that exist between them, that it is important that learning meet the interests and the needs of all children (and each child).
In this sense, an inclusive education – is education that provides everyone, despite their physical, intellectual, social, emotional, linguistic or other conditions, an opportunity to be involved in the overall learning and education process (the development and socialization), that then allows the growing person to become an equal member of society, reduces the risks of segregation and isolation. In this regard, the increasing role of inclusive learning allows to significantly reduce the marginalization of children with disabilities.
However, its implementation, judging from experience, can face with difficulties in organizing of the so-called “barrier-free” environment (that means special ramps, one-story design schools, the introduction of sign language interpreters at schools, refurbishment of public spaces, etc.). But also there are the obstacles, or barriers, of social properties, that are common stereotypes and prejudices, including the willingness or refusal of teachers, pupils and their parents to take under consideration the inclusive form of education.
And children learn to take their own characteristics and take into account the peculiarities of other people, learn to take into account the mutual features. That is the setting of collaboration. All children participate in all events, where class and school environment (sports events, performances, competitions, excursions, etc.) are inclusive.
So collaboration setting of inclusive education can be characterized by that:
• The value of rights does not depend on his abilities and achievements, because each person can feel and think;
• Everyone has the right to communicate and then to be heard;
• All people need each other;
• The real education can take place only in the context of real relationships;
• All people need support and friendship of peers;
• Diversity enhances all aspects of human life.
But inclusion – is more than integration, because young people learn together in ordinary schools, young people perceive as normal human differences, young people receive a full and effective education in order to live fully. So, the collaboration criteria of inclusive means: be inclusive – means to find ways for all children to be together during the training (including children with disabilities). Inclusion – means belonging to a community, a group of friends, school, the place where we all live. That is why the collaboration criteria as inclusive is so important!
The next important criteria of setting as inclusive is children’s voice. That means that:
– in an inclusive school each person is considered an important member of the team
– student with special needs is supported by peers and other members of the school community, to meet his special educational needs
– the views and opinions of young people are important to others.
This facts are proved by the example of the “Pen Green Centre” in Corby, that has won a world renown as a community centre which focuses on serving the needs of the whole community. Pen Green is a great opportunity for children to express themselves, in an environment where it’s safe. Pen Green is unique in the way that it also supports and offers parents with different opportunities, and also people that work in Pen Green have a certain culture that is very open: in learning, communicating and having a good time. So it is a good place for children to be around. custom term paper
This facts are proved by numerous interviews that were taken at Pen Green school and held by BBC. So parents were very satisfied with this type of learning. According to the interviews, Donna Vizma, who is the Community Education Manager at Pen Green, proved the great value of the inclusive school: “Pen Green’s unique because it grew out of a community. It was developed from within this community and planned by the community, and the people who come here, the parents who come here are very passionate about that. And it doesn’t necessarily fit with traditional settings, and for a lot of people that’s what they need”. (BBC video)

And so criteria of inclusion as multicultural policy is very important, that is proved in the next statement: “The existence of the regular school set to inclusion – the most effective way of combating discrimination, building good relations in the school community, building a society that is acceptable to all and enable the general education” (the Declaration of Salamanca, 1994).
That is, Inclusive Schools are open to everyone – for every child and teenager. Inclusive Schools adapt to beneath all children, regardless of their psychological, mental, social, emotional, linguistic or any other features. There can study children with disabilities and special needs, children working and living on the streets, children of nomadic peoples and the peoples living in isolated conditions: in the far north or in the mountain; children belonging to linguistic, ethnic or cultural minorities, children from disadvantaged areas and disadvantaged in the rights of social groups – that is the multicultural aspect!
These facts can be proved on the example of opinion of parents from Pen Green school, mentioned in the interviews on BBC. Parents said that Corby was better place for children, in Corby Pen Green care about all children, not just English children. And also it is very important that in that school mostly all parents are involved in the school policy, they try to help to organize the inclusive education. Family Education Worker Robert Orr agreed, saying that “Pen Green has always had a focus on the family. It’s not a place where children come it’s a place where children are brought by parents, parents are drawn in, and involved in their children’s learning, then the parents are offered opportunities, to stop and think about what it means to parent”. (BBC video)
It is great that practically all parents from the Corby area, all the different people always come together for the partnership, to make this kind of school be possible in the town, because they are so important for all children.

Conclusion
The work was devoted to inclusive schools and the reason of why they are so important for both children and society. After the evaluation of facts and examples, it can be said that inclusive schools help fight discrimination and fear of differences, they teach children and adults to appreciate, accept and understand diversity and difference between people instead of trying to change them.
Inclusive Schools appreciate the difference between people. Such approach helps to overcome the lack of knowledge and lack of experience of interacting with dissimilar people, people begin to see the value of differences. Such schools provide learning opportunities in an atmosphere of compassion, equality, social justice, cooperation, unity and positive attitude. Children and adults, students and teachers benefit from a friendly and supportive environment in which they value interpersonal relationships and a sense of working together for the common good. Inclusive community include changing attitudes in general: “diversity includes everyone”, and an opportunity for everyone to be successful.
Also such schools bring important social changes: by creating a community in which everyone considers important contribution and creating a community in which partners work together.
So, the conclusion is that Inclusive Schools contribute to achieving social justice at the local and state levels, demonstrating and performing in the life of the belief that all children have the right to participate in school life and develop their potential through equal access to education and other services, regardless of their abilities and needs.
The examples of inclusive schools showed and proved that people must respect and support the training of others to achieve greater social justice, to be tolerant of social, political and religious systems, different from their own.

Bibliography
Ainscow M., Booth T., 2003, The Index for Inclusion: Developing Learning & Participation in Schools, Bristol: Center for Studies in Inclusive Education
Thomas, G., & Loxley, A., 2007, Deconstructing Special Education and Constructing Inclusion (2nd Edition), Maidenhead: Open University Press
Marston, D, 1996, The Journal of Special Education, Vol. 30, No. 2, pp.121-132

Inclusive Education: Learning from Each Other, BBC video for the Open University