Young Views on Inclusive Education. Brussels 7 November 2011. Group 1. Vocational Education I. Audrey MESUREUR - Belgium (FR) Stefanos MELAS - Cyprus Dagur JÓHANNSSON - Iceland Chiara BRIZZOLARI - Italy Claudia BURATTINI - Italy Yohana Angelica DEL PINTO - Italy
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Can you describe how inclusion is achieved at a practical level in your school? For example, how the class is organised, what programmes are in place, what type of support is in place etc.
Stefanos: Inclusive Education can be realised by changing the schools to ensure that general education integrates all students.
Dagur: Inclusive education can be more effective and efficient if we meet the requirements of individual students in the mainstream classroom. It is about participation in society, from kindergarten to adulthood.
Joao: Students, teachers and all people involved in inclusive education need to understand and accept students with special needs.
Leanne: Students with special needs should have the freedom to make their own choices within school (such as subjects and exams) and outside of school (social activities, job, professional life). It is unfair that not everyone in Europe has the same level of physical accessibility (elevators and ramps) and support in their schools.
Jonas: Special electronic gadgets such as laptops, special hardware and programs are important for the learning of students with special needs.
Ingre: There is often not enough staff to help and support us to learn. Sometimes teachers do not understand our lives and what we need.
Fé LINDEN - Luxembourg
Michalis NICOLAOU - Cyprus
Andreani HADJISTERKOTI - Cyprus
Jere Nicholas MAHLAKAARTO - Finland
Aure AFLALO - Luxembourg
Josette GRAÇA SILVA - Portugal
Diogo JESUS NETO - Portugal
Fabian CAMARA ALCAIDE - Spain
Pedro ROMERO JIMÉNEZ - Spain
Samantha DRYDEN-SILLARS - UK England
Charlotte DARBY - UK England
Elmo PESIN - Germany
Kanivar GÜLER - Germany
Maria BARANDUN - Switzerland
Charlotte: Schools without barriers. More support is needed. More care assistants.
Kamilla SØLYST BJØLSETH - Norway
Méryem BELGHAZI - Belgium (FR)
Zineb SAOUI - Belgium (FR)
Orlando KROHN - Germany
Laima LIEPINA - Latvia
Edgars ŠENINŠ - Latvia
Wacław DZIĘCIOŁ - Poland
Jakub JARMUŁA - Poland
Domen KAISER - Slovenia
Nika LUŠNIC - Slovenia
Þórdur JÓNSSON - Iceland
Rebeca LÓPEZ RUANO - Spain
Tuomas Kimmo Johannes MANNI - Finland
Sofie MONGGAARD CHRISTENSEN - Denmark
Give support without the need to fight for it
In a class with a SEN student the teacher should have SEN education, not just a course. There should be a second teacher with SEN education
Training for co-students to be more attentive to needs or towards changing their attitudes
Same certificate at the end of education to have equal chances to get a job
Inclusion is not limited to school (support beyond the classroom, to have "normal" friends)
Efstathios BEKYRAS - Greece
Markos BOTSOS – Greece
Alexandra CHRONOPOULOU - Greece
Nana-Marie DALE REICHEL - Norway
Robert BOYLE - Ireland
Dean KELLY - Ireland
Pauline BRASSEUR - Luxembourg
Maria BUGEJA - Malta
Lise TØRLEN - Norway
Daniel MARTIN - UK Northern Ireland
John BENNINGTON - UK Northern Ireland
Melanie NIELSEN - Denmark
Marie LAURITZEN - Denmark
Honoré D'ESTIENNE D'ORVES - France
Emile MAINKA - France
- Inclusive education makes us feel more ‘normal’.
- It is important for the teacher to encourage the student to take part with the rest of the class.
- Development of social skills, awareness of acceptance of all differences and respect.
- Inclusive education facilitates the achievement of qualifications for work transition and for future employment .
Fundamental features of inclusive education:
Architectural accessibility, setting arrangements, support teachers, technical aids and IT, adaptation of curriculum, individual educational programs, after school activities, extra time for exams, breaks for exams, social activities, awareness and knowledge about disability, support of classmates…
Benefits for students with and without disabilities: improvement of communication, better interaction, exchange of knowledge and experiences, feeling of inclusion, respect for each other, elimination of stereotypes, acquisition of knowledge about disability, flexibility in learning, effective management of diversity, gaining expertise in IT, improving social skills
- It is a long process until you get what you need.
- Teachers need to be open to understanding what the students need and how to support them.
- Changing the attitude of teachers and students
- It is important that teachers believe in students with disabilities.
- Politicians need to invest in inclusive education.
- Finding the balance between supporting the disabled and non-disabled members of the class
- Funding for resources should be allocated on an individual basis.
- It is difficult to eliminate bullying.
Inclusive education is the right to be accepted and integrated without discrimination.
Francesco SCICLUNA - Malta
Wessel BROEKHUIS - The Netherlands
Mirjam WOLFF - The Netherlands
Joži KUMPREJ - Slovenia
Gemma MACKINTOSH - UK Scotland
Bethany STALEY - UK Wales
Sophie Bethan HANNAWAY - UK Wales
Mathias MACHIELSEN - Belgium (FL)
Barbara GEHER - Austria
Tomáš ČERNÝ - Czech Republic
Lucie HRDINOVÁ - Czech Republic
Robert LÄTT - Estonia
Triin PUUSEPP - Estonia
Jens CAMILLERI - Malta
Sophie:These rights include
“Inclusive education is a good idea... A new world is opened.”
Mirjam:Teachers, students and parents should work together. Students should not be discouraged by anyone in any way. Some people need more support than others. Everyone's rights should be met.
Barbara:The biggest challenges in inclusive education are people’s attitudes and people’s knowledge ... Negative attitudes are a barrier.
It is a challenge to make people see inclusive education as a wide approach. It is not only about good grades but also about good social relationships.
Francesco:The benefits of inclusive education are good social relationships and possibilities to get at job. It gives you the possibility to study and not have the feeling “I am different”.
Triin:You are part of a bigger picture.”
Robert:“Inclusive education is an investment … It makes you stronger.”
Jens:EVERYONE IS EQUAL … LEARN FROM EACH OTHER.
Simon MCDOUGALL - Ireland
Elin Johanna BRANDT KORALL - Sweden
Keenan ALEXANDER - UK Scotland
Katrina THOMSON - UK Scotland
Daniel Alexander SCHOUTEN - The Netherlands
Łukasz ŚMIETANA - Poland
Klara Linnea Astrid ELFSTEN - Sweden
Thomas KROYER - Austria
Philipp STEINBERGER - Austria
Mei LAN NG - Belgium (FL)
François LE BEL - France
Sára GERGELY - Hungary
Áron ÓCSVARI - Hungary
Asgerdur HEIMISDÓTTIR - Iceland
1. Financing additional school provision should not be the main consideration, inclusive education is an investment: if everyone is involved, it is good for the whole society. Inclusion is important for everyone, it is not only about disabilities.
2. All schools should be accessible and provide accessible tools and offer personalised education. They should be problem-solving communities.
3. We need opportunities for personal development and independence for example through out-of-school activities.
4. Diversity awareness should be part of the curriculum in all schools as well as in teacher education, to increase understanding and reduce bullying.
5. Good communication is essential! Professionals must communicate effectively, people with disabilities should be supported to communicate about their own needs.