Inclusive Education in Peru
Content
INCLUSIVE EDUCATION IN PERU The Ministry of Education, with the promulgation of the General Law of Education, has allowed clarifying the concept of inclusive education in Peru. Inclusive Education is based on the right of all learners to an equality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual But many schools don´t follow the Law .Specially Private Schools don´t accept students with special needs like autistic kids , with syndrome down , , deaf-
blindness, severe mental retardation , with intellectual insufficiency or kids that are infected by HIV/AIDS to study there. The law that was published in 2003 said that all schools have to separate at least 10 % of their capacity, for kids with exceptionalities. Public Schools are receiving all the kids. Children with special needs are studying in regular classes but only in Elementary Schools. Controversies y y Many of the teachers have not been trained in special education. Another issue of concern relates to the education of the children without special needs. Some parents of these children feel that their children´s education has been weakened due to inclusion y Further, some outgrowths of inclusion involve rethinking the structure of the regular classroom. Inclusive classes may require more than one teacher. And teachers and students may need specific technology to help students with disabilities perform better. y Full inclusionists don't see that medically fragile children and children with severe behavioral disorders are more likely to be harmed than helped when they are placed in regular classrooms where teachers do not have the highly specialized training to deal with their needs.
Pros y Over 70% of parents, whose children with intellectual disabilities are in regular classrooms, report that their children are doing average or better. y Inclusive education is better for all children. Children learn what they experience; inclusive education settings enable children without disabilities to learn about diversity as well as respecting and valuing all people. y When children with disabilities learn alongside their peers, they are more likely to: continue in education, get a job and be included and valued in their communities. How to make Inclusive Education work in Perú? First we have to know: That nearly 97% of adults with intellectual disabilities have less than a high school education. Only 1 % had participated in any kind of post secondary education. More than two- thirds of school aged children with intellectual disabilities are segregated in special schools, or are not attending school at all. All children can succeed in an inclusive environment. Inclusive Education means: y All students are welcomed in general education classes in their local schools. Therefore, the general education classroom in the school that a student would attend if he did not have a disability is the first placement consideration, given individually appropriate supports and services y Students are educated in classes where the number of those with and without disabilities is proportional to the local population (e.g., 10% to 12% have identified disabilities). y Students are educated with peers in the same age groupings available to those without disability labels.
y
Students with varying characteristics and abilities participate in shared educational experiences outcomes while pursuing individually and
appropriate learning
with
necessary
supports
accommodations. In cases where students have substantially different learning outcomes, this can occur through differentiated instruction, multilevel instruction, or curriculum overlapping. y Shared educational experiences take place in settings predominantly frequented by people without disabilities (e.g., general education classroom, community worksites). Conclusion: To conclude to oppose inclusion would seem to advocate exclusion. Yet, some observers maintain that full inclusion isn't always the best way to meet student needs. Critics of full inclusion ask whether even students with the most severe disabilities benefit from placement in regular classrooms.
Inclusive Education is something new for us. We have to answer the question if we like Inclusive Education pretending to be the parents of kids with special needs, or maybe pretending to be the
being the parents of kids without special needs teacher of the class
The answer is very difficult and it has a lot personal feelings. School can be seen as a microcosm of the larger future society .We could do a better job of working towards inclusion. But we need to do better.
blindness, severe mental retardation , with intellectual insufficiency or kids that are infected by HIV/AIDS to study there. The law that was published in 2003 said that all schools have to separate at least 10 % of their capacity, for kids with exceptionalities. Public Schools are receiving all the kids. Children with special needs are studying in regular classes but only in Elementary Schools. Controversies y y Many of the teachers have not been trained in special education. Another issue of concern relates to the education of the children without special needs. Some parents of these children feel that their children´s education has been weakened due to inclusion y Further, some outgrowths of inclusion involve rethinking the structure of the regular classroom. Inclusive classes may require more than one teacher. And teachers and students may need specific technology to help students with disabilities perform better. y Full inclusionists don't see that medically fragile children and children with severe behavioral disorders are more likely to be harmed than helped when they are placed in regular classrooms where teachers do not have the highly specialized training to deal with their needs.
Pros y Over 70% of parents, whose children with intellectual disabilities are in regular classrooms, report that their children are doing average or better. y Inclusive education is better for all children. Children learn what they experience; inclusive education settings enable children without disabilities to learn about diversity as well as respecting and valuing all people. y When children with disabilities learn alongside their peers, they are more likely to: continue in education, get a job and be included and valued in their communities. How to make Inclusive Education work in Perú? First we have to know: That nearly 97% of adults with intellectual disabilities have less than a high school education. Only 1 % had participated in any kind of post secondary education. More than two- thirds of school aged children with intellectual disabilities are segregated in special schools, or are not attending school at all. All children can succeed in an inclusive environment. Inclusive Education means: y All students are welcomed in general education classes in their local schools. Therefore, the general education classroom in the school that a student would attend if he did not have a disability is the first placement consideration, given individually appropriate supports and services y Students are educated in classes where the number of those with and without disabilities is proportional to the local population (e.g., 10% to 12% have identified disabilities). y Students are educated with peers in the same age groupings available to those without disability labels.
y
Students with varying characteristics and abilities participate in shared educational experiences outcomes while pursuing individually and
appropriate learning
with
necessary
supports
accommodations. In cases where students have substantially different learning outcomes, this can occur through differentiated instruction, multilevel instruction, or curriculum overlapping. y Shared educational experiences take place in settings predominantly frequented by people without disabilities (e.g., general education classroom, community worksites). Conclusion: To conclude to oppose inclusion would seem to advocate exclusion. Yet, some observers maintain that full inclusion isn't always the best way to meet student needs. Critics of full inclusion ask whether even students with the most severe disabilities benefit from placement in regular classrooms.
Inclusive Education is something new for us. We have to answer the question if we like Inclusive Education pretending to be the parents of kids with special needs, or maybe pretending to be the
being the parents of kids without special needs teacher of the class
The answer is very difficult and it has a lot personal feelings. School can be seen as a microcosm of the larger future society .We could do a better job of working towards inclusion. But we need to do better.
