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6. PRINCIPLES OF INCLUSIVE EDUCATION
The principles of inclusive education are not new. We may be inspired by the indigenous education in Africa which, was and is inclusive. These principles of universality, adequacy, usefulness in practice and focus on the community, which are a natural part of indigenous education in Africa, are also the basic assumptions of a successful inclusive educational system. Indigenous forms of education are based on the following principles:
- Lack of differentiation in space, time and position - traditional education was available to all members of the community
- Adequate content and methods - learning content is based on the natural, physical and social conditions and religious / spiritual life of the people
- Useof knowledge and skills in practice - all attitudes and skills included in the curriculum are based on tradition and cultural performances
- Focuson the community – content of the curriculum is based on the needs of the community
The background of the current concept of inclusion stands on the essential elements that influenced its formation. Individual authors divide them up differently, but we can trace several basic groups:
- Inclusion is based on the belief that all children are able to learn
- Inclusion is a process. Inclusion is seen as a continual process of looking for the optimal approaches to individual differences and needs of all individuals. Difference is perceived positively, as an impetus for the further learning of children and adults.
- Inclusion seeks to identify and remove barriers. This process involves gathering information from available sources and based on their analysis providing recommendations for improving current practice and legislation.
- Inclusion implies the participation, involvement and progress of all pupils. The term "participation" here indicates the quality of the experience that students gain, thus involving the assessment of the pupils themselves. "Progress" is focused on the achievements across the curriculum, not merely areas measured by testing. For students with severe disabilities the emphasis is placed mainly on the development of communication and social skills.
- Inclusion puts increased emphasis on groups of pupils who may be at risk of failure or exclusion from education. Here inclusion appeals to moral responsibility for the most vulnerable groups, ensuring that they are well monitored and taking all the necessary steps for them to be able to participate successfully. Inclusion allows the educational system and teaching methods to be adapted to the needs of all children.
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