Policy Guidelines Answers

NED 1101 : Foundations of Special and Inclusive Education
10 September 2020
1. How can Inclusion in education be promoted?

Promoting inclusion means stimulating discussion, encouraging positive attitudes and improving educational and social frameworks
to cope with new demands in education structures and governance. It involves improving inputs, processes and environments to
foster learning both at the level of the learner in his/her learning environment and at the system level to support the entire learning
experience. Its achievement rests on governments’ willingness and capacities to adopt pro-poor policies, addressing issues of equity
in public expenditures on education, developing intersectoral linkages and approaching inclusive education as a constituent element
of lifelong learning.
2. What is the FUNDAMENTAL PRINCIPLE of Education for All (EFA)?

The fundamental principle of EFA is that all people should have the opportunity for education which includes adult, children and
all youth.
3. Explain the CONNECTION of INCLUSION to EDUCATIONAL REFORMS.

Inclusive education cannot be achieved unless there is a modification of approach in the system’s current state. Progress will stay
stagnant if no reform is made. So in order for inclusion to push forward, reform must take place first within the educational
structure.
4. Explain the CONNECTION of INCLUSION to POVERTY ALLEVIATION.
Many people around the world suffer from poverty which is why poverty stricken families fail to send their children to school. As a
result, these families remain chronically under the poverty level. Inclusion gives them the opportunity to nurture and develop their
potential and being able to join others in the pursuit of education, thus giving them a better chance of breaking the chain of poverty
and securing their future and the future of their children.
5. Discuss the RELATIONSHIP of INCLUSIVE EDUCATION with Education for All (EFA).
Inclusive education is a strategy to achieve EFA. It deals with the underlying bias that is within the education system itself
eliminating the exclusion. In a way, we can call inclusion education as a sub-part of EFA since EFA only takes accounts the needs
of the individuals.
6. Differentiate QUALITY from EQUITY. (you can draw your answer)

Quality is the measure of standard of a specific object while equity is the freedom from exclusion. Since we are talking about
education, to achieve EFA through Inclusive education, there must be a provision for quality or high standard education that must
include all individuals be it children, adult and all youth regardless of social standing, underlying illnesses, cultural and ethnical
backgrounds, religion etc.
7. How would you describe a SCHOOL with an INCLUSIVE ORIENTATION?
Schools with Inclusive orientation should be free from bias and is inclusive of all regardless of social backgrounds. They should
also provide children with the knowledge and skills to remain healthy and to protect themselves from the risk of exploitation.
Activities include ensuring life skills, education based on hygiene, alternative forms of discipline and investment of sanitation and
hygiene facilities.
8. What does Education for All (EFA) need to account for?
Education for All must take account of the needs of the poor and the disadvantaged, including working children, remote rural
dwellers and nomads, ethnic and linguistic minorities, children, young people and adults affected by conflict, HIV and AIDS,
hunger and poor health, and those with disabilities or special learning needs. It also emphasized the special focus on girls and
women.
9. Explain the concept of INCLUSION.

The concept of inclusion is to strengthen the capacity of the education system to reach out to all learners thus achieving EFA.
10. Expound the EDUCATIONAL JUSTIFICATION of Inclusion.
Educational justification is a strategy in which the educator must identify the weaknesses, strengths, learning capacity and learning
styles of all individual in a particular room setting, taking consideration of all of their attributes and must effectively provide
education in that particular setting itself and benefiting all individuals regardless of their intellectual difference.
11. Expound the SOCIAL JUSTIFICATION of Inclusion.
Social Justification is the elimination of all biases by educating the learners to form an accepting community. It is also good to start
learning early about ethnical and cultural backgrounds including various religions, gender and races. The children should also form
a bond towards one another to form respect and acceptance and make living in a society harmonious and peaceful.
12. Expound the ECONOMIC JUSTIFICATION of Inclusion.
It is more costly to build multiple learning facilities with different specializations. It is indeed more affordable to set up a learning
facility for children to gather and learn together. We must also consider to save funds and perhaps put it to another project like food
and shelter or books and learning materials for our impoverished brothers and sisters who are willing to be educated as well.
13. What did the World Declaration on Education for All (EFA)in 1990 intend to promote?
The World Declaration on Education for All, adopted in Jomtien, Thailand (1990), sets out an overall vision: universalizing access
to education for all children, youth and adults, and promoting equity. This means being proactive in identifying the barriers that
many encounter in accessing educational opportunities and identifying the resources needed to overcome those barriers.
14. What are the five (5) Dimensions needed to monitor and improve the quality of education in any country?
(1) learner characteristics
(2) contexts
(3) enabling inputs
(4) teaching and learning
(5) outcomes.
15. How do QUALITY and EQUITY ensure the successful implementation of Inclusive Education?
Quality and Equity are complementary to each other. The quality of education can be affected by internal or external factors and
one of these factors can be equity itself. To ensure a successful implementation of Inclusive education, there should be a guideline
or a structure to follow. Planning, implementing and monitoring progress should be of importance. The cognitive learning of an
individual be it on academics and his/her emotional and psychological growth are of equal importance and must be assessed
routinely. Identification of problems that may arise along the way is also helpful in achieving inclusive education
16. What are the HINDRANCES in implementing Inclusion?
Some of the hindrances for implementing inclusion would include financial budgeting towards facilities, participation of the
community and schools, learner’s and guardian’s/parent’s willingness to comply, social discrimination and/or exclusivity, poverty,
location and access to learning facilities and Educator’s ability.
17. Why is Early Childhood Care and Education (ECCE) important in making Inclusion happen?
Exclusion can start very early in life. A holistic lifelong vision of education is therefore imperative, including acknowledging the
importance of early childhood care and education (ECCE) programmes to improve children’s well-being, prepare them for primary
school and give them a better chance of succeeding once they are in school. If children do not have the opportunity to develop their
potential through education, their own and future families are also at risk of staying poor or of sliding into more chronic poverty.
18. What is the effect of educating and training children/individuals with disabilities to a country’s economy?
The economy would be more productive if we would start investing on education that would lead to work.
19. Discuss the relationship on Inclusive Education with Inclusive communities.
The relationship between Inclusive Education and Inclusive communities is a vital. The Inclusive community eases the learning for
these individuals by making sure that the teachers, administrators and government officials are responsible accountable for the
inclusion of all children through formal institutional mechanisms, community members become more interested in school
improvement and more willing to commit their own resources to the task.
20. How can an EDUCATION SYSTEM ensure that it is EQUIPPED and READY to handle DIVERSITY.
By having Flexible teaching and learning methods, adapted to different needs and learning styles, Reorienting teacher education,
Flexible curriculum responsive to diverse needs and not overloaded with academic content, Welcoming of diversity, Involvement
of parents and the community and Early identification and remediation of children at risk of failure
21. Describe what a RIGHTS-BASED school is like?
A rights-based school involves the support of the community in order for the children to understand and realize their rights. It is not
also academically effective but also inclusive, healthy and protective of all children, gender-responsive, it also encourages the
learners, their families and their communities participation.
22. What does an INCLUSIVE CURRICULUM address?
An inclusive curriculum addresses the child’s cognitive, emotional, social and creative development. It is based on the four pillars
of education for the twenty-first century – learning to know, to do, to be and to live together. It has an instrumental role to play in
fostering tolerance and promoting human rights, and is a powerful tool for transcending cultural, religious, gender and other
differences.
23. What are the four (4) bases of an INCLUSIVE CURRICULUM?
learning to know, to do , to be and to live together.
24. What are the main INGREDIENTS needed to create a SCHOOL for ALL?
School readiness activities that ease the transition from home to school for grade one pupils, teacher training on child-centered
techniques such as asking pupil questions, assigning the best teachers to the early grades to ensure a solid foundation in literacy and
numeracy, providing remediation to pupils at risk for failure, improvement of classroom management and using language that is
adapted to a child’s level of understanding including literacy in the mother tongue.
25. Describe/discuss what a CHILD-CENTERED CURRICULUM looks like?
A child-centred curriculum is characterized by a move away from role earning and towards greater emphasis on hands-on,
experience-based, active and cooperative learning.
26. What FACTORS affect a TEACHER’s ATTITUDE towards including children with diverse needs in the classroom?
Teachers’ positive attitudes towards inclusion depend strongly on their experience with learners who are perceived as‘challenging’.
Teacher education, the availability of support within the classroom, class size and overall workload are all factors which influence
teachers’ attitudes. Negative attitudes of head-teachers, inspectors of education, teachers and adults (parents and other family
members) are major barriers to inclusion. Thus, empowering all of these individuals, equipping them with new confidence and
skills in the process of introducing inclusion as a guiding principle, will have implications for teachers’ attitudes and performances.
27.How can a GOVERNMENT show its support towards a successful implementation of inclusion in schools and
communities?
Inclusive education systems and societies can only be realized if governments are aware of the nature of the problem and are
committed to solving it. This must be reflected in the willingness to undertake in-depth analysis of the size and character of the out-
of-school populations and ensure their integration into quality school and other kinds of education and training programmes. Such
analysis would frequently require improved data systems and data collection methods.

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NED 1101 : Foundations of Special and Inclusive Education

1. How can Inclusion in education be promoted?

2. What is the FUNDAMENTAL PRINCIPLE of Education for All (EFA)?

3. Explain the CONNECTION of INCLUSION to EDUCATIONAL REFORMS.

6. Differentiate QUALITY from EQUITY. (you can draw your answer)

9. Explain the concept of INCLUSION.

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