Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.
“Now that my ladder’s gone, I must lie down where all the ladders start In the foul rag and bone shop of the heart” William Butler Yeats
A dilemma for inclusive education is one of quantity vs. quality. Is it more important to improve the quality of education for those students currently in school or to use resources to expand the number benefitting from education? From a human-rights perspective, there is no question that continuing to exclude some children from education, or from the regular education system, is discrimination and needs immediate rectification.
I often use a story to illustrate this last point.
Inclusion in COmmuNity
Address: Rodos, Greece P.C. 85100
ICON Greece (Inclusion in COmmuNity) was initiated as an informal group of educators and students aiming to enhance inclusion in the school community –for students with special skills and / or different cultural backgrounds.
The term ‘diversity management’ refers to the adequate and effective management of differences through:
• dynamic skills
• creative mind-set (ability to see things from different angles)
• and without rigid prejudgement (Ting-Toomey and Chung, 2004)
Fargespill (or “Kaleidoscope” in English) is an ensemble consisting of children and youths from all over the world.
The right to access a quality inclusive education is encompassed in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).