UNICEF • They take pride in themselves

UNICEF (2012) emphasizes the significant amount of benefits, which can be achieved when an inclusive approach to learning is adopted: “Benefits for all Children: • Children become more self-confident and develop greater self-esteem.

• They take pride in themselves and their achievements. • They learn how to learn independently both inside and outside of school. • They learn to understand and apply what they learn in school to their everyday lives, such as in their play and in their home. • They also learn to interact actively and happily with their classmates and teachers. • They learn to enjoy being with others who are different from themselves, including how to be sensitive to and adapt to these differences.

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• Children improve their communication skills and are better prepared for life” (UNICEF, 2012) “Benefits for Teachers: • They have more opportunities to learn new ways to teach different kinds of students. • They gain new knowledge, such as the different ways children learn and can be taught. • While looking for ways to overcome challenges, they can develop more positive attitudes and approaches towards people, children and situations. • Teachers also have greater opportunities to explore new ideas by communicating more often with others from within and outside their school, such as in school clusters or teacher networks, or with parents and community members” (UNICEF, 2012). “By applying these new ideas, teachers can encourage their students to be more interested, more creative and more attentive. As a result, the children and even their parents can give teachers more positive feedback, which will benefit their experience in school.

With the feedback received, teachers can experience greater job satisfaction and a higher sense of accomplishment when all children are succeeding in school to the best of their abilities” (UNICEF, 2012). C. Collecting data for evidence building and progress monitoring. In order to determine what remaining obstacles prevent inclusive education monitoring by authorities is vital. UNESCO (2005) looked at how different countries established activities and mechanisms in school systems, locally and nationally to analyze how they monitor their implementations done to promote a better inclusive education system.

One technique that Cook Islands implemented was a monitoring; evaluating and reviewing intervention plan where authorities were able to review student’s progress (UNESCO, 2005). Another technique created by Montenegro was the creation of a Commission for Orientation of Children with Special Needs, where parents and pedagogic are able to adjust and monitor basis of assessments to gather education-rehabilitation and psychological information (UNESCO, 2005). A very similar commission was set up in Morocco, where they create a list for all disabled children that describe the severity of their disability and ways the education system can guide them into a health situation (UNESCO, 2005). Similarly, in Mauritius, schools adapt to children with special needs by the creation of a Special Monitoring Team who works along side NGOs to create inclusive educational systems (UNSECO, 2005). A very similar organization, the Students with Disability Group was created in Australia, to provide advice relating to curriculum, assessment and reporting for students with disabilities (UNSECO, 2005). In Poland, a Government Plenipotentiary for Equal Treatment was appointed in 2008 to implement measures to protect against discrimination, including those based on disability, in co-operation with the Government Plenipotentiary for Disabled Persons (UNSECO, 2005). UNSECO (2005) recognized the few countries that have implemented inclusiveness in their education systems. While these countries are on the right track to an all-inclusive school system there are still huge steps that can be taken and more countries that can make changes in monitoring and collecting data.

Collection of data is a prime element to monitor the implementation the education of people with disabilities (UNSECO, 2005). UNSECO (2005) noted that several countries reported on encouraging measures to collect, record and analyze data integrating disabilities. Argentina is one of the few countries that are already looking to gain more information about their changes in the education system; this information contains school-record data on people with disabilities as input for policy-related decision-making (UNSECO, 2005).

New Zealand, is another who is looking to develop a set of indicators which tracks the performance across a range of key educational outcomes (UNSECO, 2005). The country explained that, in each of the measurement areas, information is disaggregated as far as possible to enable the progress of diverse learners, including notably students with disabilities (UNSECO, 2005). IV. Global Citizen Participation As global citizens, we can make a difference in helping children with disabilities have access to an inclusive education system.

Raising awareness of the lack of inclusive education system has been an ongoing struggle, and the best way to get involved and encouraging a change is through the promotion of positive attitudes. In communities there needs to be a greater focus on promoting the idea each child is unique and different and that disabled children have the same rights, needs and aspirations as all children. Raising awareness in society, children, family and communities will counteract fear and misunderstanding and decrease negative attitudes toward an inclusive schools system. The Best Buddies is an international organization that targets disabled individuals and is a great way for others to learn that disabled individuals have the same needs and interests as others. Best Buddies empower the special abilities of people with intellectual and developmental disabilities by helping them form meaningful friendships with peers, secure successful jobs, live independently, improve public specking, self-advocacy and communication and feel value by society. Individuals can take part in best buddies by donating, attending events/challenge/walk, volunteering and advocating.

Sports are another way to promote inclusion. For example, the game Bocce Ball has been implemented in many schools systems to bring individuals together. West Middlesex High School is just one of many schools to implement the inclusive game and results showed community support and internal support from band members and cheerleaders (Miller, 2017).

Everyone can get involved by donating to UNICEF to help raise awareness on inclusive education systems. Non-governmental organizations also accept donations to help inclusion become prevalent in countries that may have limited resources. With that said, as global citizens, we have the obligations to help those individuals in need. There are barriers that can come with inclusive education; however, those can be torn down. School systems can be funded through organizations like UNICEF and UNSECO, who are determined and passionate to make inclusive school systems. If global citizens continue to donate money or participate in inclusive activities, more individuals will gain awareness of this growing problem and will increase the amount of inclusive school systems. If more people understand that individuals with disabilities have the same needs and rights as everyone else then we can encourage new and improved school systems. V.

Conclusion UNICEF and UNESCO, have generated many ideas to help build up an inclusive education system by “promotion of accessible and inclusive learning spaces, investment in teacher training for inclusive education, and collecting data for evidence building and progress monitoring” (UNICEF, 2012). In order to promote inclusive education, organizations such as Best Buddies and schools such as Middlesex High School need to work together to ensure that there are unified polices and support supporting the importance of inclusive education. UNICEF and UNESCO, should think about enhancing their relationships with different organizations to create a stronger link between inclusion and schools so individuals are aware of how inclusive education systems are of benefit and how someone might go around implementing a more inclusive environment. Many disabilities do not have a cure, inclusive education systems allow individuals to feel accepted and encouraged to learn and grow.

To increase the number of children with disabilities in schools, global citizens must contribute by donating money, joining groups that will raise awareness, encourage for a conversation to be had, and advocate for children with disabilities who are the most vulnerable not to receive the appropriate education. If more individuals were to receive proper education, our population would be more accepting and understanding of everyone’s needs. It is our duty to create an accepting and understanding world by promoting advocacies for issues that could hurt of future generation.

References UNICEF, Marie (2012). The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education. United Nations Children’s Fund. Martin, E., Martin, R., Terman, D. (1996).

The Legislative and Litigation History of Special Education. The Future of Children. Vol. 6. No. 1. Martin, E. (1968).

Breakthrough for the Handicapped: Legislative History. Exceptional Children. 34: 493-503). Miles S and Singal N, (2009) ‘The Education for All and inclusive education debate: conflict, contradiction or opportunity?’ International Journal of Inclusive Education, 1464-5173, Volume 14, Issue, pp.

1 – 15. Smagorinsky, P. (2012). Vygotsky, “Defectology,” and the Inclusion of People in the Broader Cultural Stream.

Journal of Language ; Literacy Education, 8, 1-25 UNESCO, 2005, (2005). Guidelines for Inclusion: ensuring access to education for all, Paris. Adapted from Skidmore D, ‘Inclusion: the dynamic of school development’, Open University Press, 2004, London, pp.112-127. Adapted from Booth T et. Al.

(2011). Ainscow M, ‘Index for Inclusion: Developing Learning and Participation in Schools’, Centre for Inclusive Education, Bristol. Richler, D., (2005).

Quality Education for Persons with Disabilities. EFA Global Monitoring Report. Retrieved From: http://unesdoc.UNESCO, 2005.org/images/0014/001466/146694e.

pdf Kilkelly, U (2002). ‘Disability and Children: The Convention on the Rights of the Child (CRC)’ in G Quinn ; T Degener (eds) Human Rights and Disability: The Current Use and Future Potential of United Nations Human Rights Instruments in the Context of Disability 191. Save the Children, Schools for All: Including disabled children in education, London. Miller, T.

(2017). Everyone getting behind schools’ inclusion program. The Herald.

Retrieved From: http://www.sharonherald.com/news/local_news/everyone-getting-behind-schools-inclusive-bocce-program/article_1be3dfea-31dd-5fe8-9d32-287da7516727.html


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