The benefits of inclusive education: new challenges for university teachers

Abstract

Abstract. Inclusive education is a child's right, not a privilege. The amount of current attention given to children and to childhood is unprecedented. In a world affected by financial crises, attitudes about children's needs are very important. Recent years have seen innovations in the focus of research, as political moves that challenge the ways different children have been excluded and silenced. Inclusive education is a real and urgent need for all educational systems around the world. Inside our university, the Teachers Training Department needs to take serious measures to create a professional environment for all the students involved in the initial training for becoming teachers at all levels. This study reveals the interest and the planning of our trainers to develop their competencies for inclusive education, supported by new ways of international support with the professional involvement of two experts in university education from London Metropolitan University. We discovered that inclusive education is a serious priority, most of their courses and seminars need continue improvement in this area and their interest to develop new skills is high. We need to increase attention to our professional development as a factor that can contribute to a healthy society.

Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach

“…Education during the time of COVID-19 should not violate the rights of learners, despite their geographical location. This suggestion resonates with Mag, Sinfield and Burns (2017), who state that inclusive education is a child's right, not a privilege, and, as such, any approach to education during COVID-19 must be premised on respect for human rights, that involves that all the needs of learners' are catered for by the teaching and learning process. In a discussion, Zuzu indicated: Indeed we want to learn, forgoing 2020 academic year is disastrous to already suffering rural learners who look at education as the only alternative to escape deprived circumstances.…”

Teachers' Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia

“…The problems faced by inclusive elementary schools provide information for universities to develop inclusive education subject topics. The results can be seen from graduates who are ready to teach in inclusive classrooms (Ainscow & Sandill, 2010;Mag, Sinfield, & Burns, 2017). In practice, with the increasingly diverse problems faced by GTs, universities must continue to monitor and assist inclusive elementary schools as a form of academic and moral responsibility for the implementation of inclusive education.…”

Viewsof Students on the Inclusion of Learners With Disabilities

“…The benefits of inclusive education pointed to one thing which is the child's right to education. This is supported by Mag et al (2017) who stated that, inclusive education is a child's right not a privilege and many children with disabilities have been silenced and excluded from education thus inclusive education is real and urgent need for all education system around the world. In other words learners with disabilities need not to be silenced or excluded from education because it is their right to be included.…”