Understanding Educational Inclusion
Translated by
ScribdTranslationsUnderstanding Educational Inclusion
Translated by
ScribdTranslationsEducational inclusion project.
FOUNDATION
What does educational inclusion mean?
UNESCO defines inclusive education in its conceptual document: "The
inclusion is seen as the process of identifying and responding to the diversity of the
needs of all students through greater participation in the
learning, cultures and communities, and reducing exclusion in the
education. It involves changes and modifications in content, approaches,
estructuras y estrategias, con una visión común que incluye a todos los niño/as
of the appropriate age range and the conviction that it is the responsibility of
system regular educate a everyone the children.
It is based on the principle that each child has characteristics, interests,
different learning capacities and needs and the systems must be
educational those that are designed, and the educational programs put in
marching, taking into account the wide diversity of such characteristics and
needs.
Part of the defense of equal opportunities for all children.
It has to do with removing all barriers to learning and facilitating the
participation of all students vulnerable to exclusion and the
marginalization.
It means that all students receive the supports they need for
to have the opportunity to participate as members of a regular class or classroom,
with peers of their same age and to contribute to their neighborhood schools.
Inclusion means enabling all students to fully participate in the
life and work within communities, regardless of their needs. It is
the process of greater student participation in the school and the
reduction of the exclusion of cultures, the curriculum, and the community of the
schools locales.
Inclusion is seen more as an approach to education than as a
set of educational techniques.
Dyson highlights that inclusion simply denotes a series of broad
principles of social justice, educational equity, and school response.
Inclusive education means that all children and young people, with and without
disability or difficulties, they learn together in various institutions
regular educational (preschool, school, post-secondary and
universities) with an appropriate support area.
OBJECTIVES GENERAL
1- It will allow a person with a disability to participate in
a learning experience, along with others
subjects that have other possibilities.
2- Incorporate the student into the educational system from
a pedagogical, social, emotional, and
culture.
3- Improve the response of the education system to
students. and their families, organizing and
distributing the times and spaces within the framework of
Project to enhance strategies that allow for
the Institución sea un espacio de formación y
learning.
4-Provide models of preventive intervention,
rehabilitator.
SPECIFIC OBJECTIVES
Emphasize the learning of everyone
students, recognizing the value of each person.
Annual plan.
Foundation.
Access to knowledge and certain skills is an element
decisive for actively participating in new productive processes.
Educating in text analysis contributes to education in understanding in
general, encouraging the development of the abilities to receive, select and
to hierarchize, and consequently, interpret the information received, basis
fundamental to every critical process.
Talking about language is talking about communication, about the instrument that allows
explore the realms of culture and the tool that organizes the
thought and activity. In the field of formal education, it constitutes a
cross-cutting axis since different disciplines make use of them to
build knowledge.
It must be kept in mind that language is perfected and enriched if one has
the opportunity to listen, speak, read, and write, in a permanent attitude
reflective about their own language.
Secondary discursive typologies restrict spontaneity. The objective is
derives directly from its mode of production and is closely
related to writing, such as: the letter and the report.
The argumentation appears as the social mechanism par excellence that
regulates the interaction of interindividual or intergroup actions (techniques,
sales, advertising, politics. 'scientific dispute', etc)
The report is a speech that has characteristics of argumentation and of the
narration. It allows to discriminate two modalities of providing information
organized collection of data and chronology of events.
Our students, although they may not know how to verbalize it, feel this way. They want
they need functional and creative learning, they seek the application of what
they learn.
It is necessary to prioritize the study of oral and written code with their differences.
contextual and textual type.
General objective.
Encourage the development of communication skills.
Specific objective
Promote instances to generate meaningful learning such as
users of spoken and written language.
Promote that the student speaks, listens, reads, writes, reflects and
produce.
Contents.
Communication theory.
Functions of language.
-oral and written, differences and similarities.
-structure: Narrative.
Argumentative.
Expository.