{"id":406,"date":"2017-01-02T13:30:00","date_gmt":"2017-01-02T13:30:00","guid":{"rendered":"http:\/\/icongreece.gr\/?p=406"},"modified":"2024-08-02T13:03:30","modified_gmt":"2024-08-02T13:03:30","slug":"unesco-guidelines-for-inclusive-education","status":"publish","type":"post","link":"https:\/\/icongreece.gr\/?p=406","title":{"rendered":"UNESCO Guidelines for Inclusive Education"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Dimension 1:
<\/strong>Concepts<\/p>\n\n\n\n

In a national education system that is in the process of becoming inclusive:<\/p>\n\n\n\n\n\n\n\n

Inclusion is seen as an overall principle that guides all educational policies and
practices.<\/p>\n\n\n\n

Is inclusive education regarded as a principle by policy makers?<\/p>\n\n\n\n

\u2022 Does the idea of inclusive education inform\nall national policies?<\/p>\n\n\n\n

\u2022 How far is inclusion informing educational\npractices?<\/p>\n\n\n\n

    \n
  1. The national
    curriculum and its associated assessment systems are designed to take account
    of all learners.<\/li>\n<\/ol>\n\n\n\n

    \u2022 Is the national curriculum based on the\nprinciple of inclusion?<\/p>\n\n\n\n

    \u2022 Does the national curriculum have the\nflexibility to suit all learners?<\/p>\n\n\n\n

    \u2022 Do assessment systems celebrate different\nlevels of achievement?<\/p>\n\n\n\n

      \n
    1. All agencies
      that work with children and their families including the health and social
      services understand and support the national policy aspirations for promoting
      inclusive education.<\/li>\n<\/ol>\n\n\n\n

      \u2022Is there widespread commitment to the idea of inclusive\neducation among professionals who work with children and families?<\/p>\n\n\n\n

      \u2022Do professionals who work with children and\ntheir families understand the implications of the principle of inclusion for\ntheir roles?<\/p>\n\n\n\n

        \n
      1. Systems are
        in place to monitor the presence, participation and achievement of all children
        within the education system.<\/li>\n<\/ol>\n\n\n\n

        \u2022Are there effective systems for collecting\nstatistical data regarding the presence, participation and achievement of all\nchildren?<\/p>\n\n\n\n

        \u2022 Is data analyzed in order to determine the\nimpact of efforts to foster greater inclusion?<\/p>\n\n\n\n

        \u2022 Are actions taken in the light of data\nanalysis to strengthen inclusive practices?<\/p>\n\n\n\n

        Dimension 2: Policy<\/strong><\/p>\n\n\n\n

        In a national education system that is becoming inclusive:<\/strong><\/p>\n\n\n\n

        2.1 The promotion of inclusive\neducation is strongly featured in important national education policy\ndocuments.<\/p>\n\n\n\n

        \u2022 Do all major educational\npolicy documents make reference to the principle of inclusion?<\/p>\n\n\n\n

        \u2022 Are all policy priorities\ninformed by the principle of inclusion?<\/p>\n\n\n\n

        2.2 Senior staff at the\nnational and district levels provide clear leadership on inclusive education.<\/p>\n\n\n\n

        \u2022 Do national policy makers\nstress the importance of inclusion as a principle?<\/p>\n\n\n\n

        \u2022 Do local district\nadministrators provide clear leadership regarding inclusive education?<\/p>\n\n\n\n

        \u2022Do school principals and\nthose who manage other centres of learning encourage the development of\ninclusive cultures in their schools?<\/p>\n\n\n\n

        2.3 Leaders at all levels,\nincluding civil society and other social sectors, articulate consistent policy\naspirations for the development of inclusive practices in schools.<\/p>\n\n\n\n

        \u2022 Are national policy makers\nseen to encourage the development of inclusive practices?<\/p>\n\n\n\n

        \u2022 Do local district\nadministrators take action to encourage the development of inclusive practices?<\/p>\n\n\n\n

        \u2022Do school principals and those\nwho manage other centres of learning (e.g. pre-school provision; special\nschools) take action to encourage the development of inclusive practices?<\/p>\n\n\n\n

        2.4 Leaders at all levels,\nincluding civil society and other social sectors, challenge non-inclusive\npractices in schools.<\/p>\n\n\n\n

        \u2022Are there systems for\ninspecting schools and other centres of learning that identify and challenge\nnon-inclusive practices?<\/p>\n\n\n\n

        \u2022Where non-inclusive practices\nare found to exist, are they challenged by senior staff at the district level,\nin schools and centres of learning? <\/p>\n\n\n\n

        Dimension 3: Structures and systems<\/strong><\/p>\n\n\n\n

        In a national education system that is becoming inclusive:<\/strong><\/p>\n\n\n\n

        3.1 There is high quality\nsupport for vulnerable groups of learners<\/p>\n\n\n\n

        \u2022 Are there effective systems\nfor identifying vulnerable groups of learners?<\/p>\n\n\n\n

        \u2022 Are there flexible\narrangements for ensuring that support is available to individuals as and when\nnecessary?<\/p>\n\n\n\n

        \u2022 Are families seen as\npartners in supporting their children\u2019s education?<\/p>\n\n\n\n

        3.2 All services and\ninstitutions involved with children and families work together in coordinating\ninclusive policies and practices.<\/p>\n\n\n\n

        \u2022 Is there cooperation between\nschools and other centres of learning?<\/p>\n\n\n\n

        \u2022 Do institutions and services\nwithin districts work together?<\/p>\n\n\n\n

        3.3 Resources, both human and\nfinancial, are distributed in ways that benefit vulnerable groups of children.<\/p>\n\n\n\n

        \u2022 Are all children seen as being\nof equal importance educationally?<\/p>\n\n\n\n

        \u2022 Are available resources used\nflexibly to support participation and learning?<\/p>\n\n\n\n

        3.4 There is a clear role for\nspecialist provision, such as special schools and units, in promoting inclusive\neducation within the understanding of education as a right.<\/p>\n\n\n\n

        \u2022 Do special schools and units\nhave working links with mainstream schools?<\/p>\n\n\n\n

        \u2022 Do students from special\nschools and units have opportunities to take part in activities within\nmains-tream schools?<\/p>\n\n\n\n

        Dimension 4: Practice<\/strong><\/p>\n\n\n\n

        In a national education system that is becoming inclusive:<\/strong><\/p>\n\n\n\n

        4.1 Schools have strategies\nfor encouraging the presence, participation and achievement of all learners\nfrom their local communities.<\/p>\n\n\n\n

        \u2022 Do teachers use a range of\nteaching techniques to cater for learner differences?<\/p>\n\n\n\n

        \u2022 Are there effective\nprocedures for taking account of the views of students regarding school\npractices?<\/p>\n\n\n\n

        4.2 Schools provide support\nfor children who are vulnerable to marginalization, exclusion and\nunderachievement.<\/p>\n\n\n\n

        \u2022 Are teachers skilled in\nassessing the progress of individual students?<\/p>\n\n\n\n

        \u2022 Do teachers (and other\nschool staff) cooperate in supporting individual students? <\/p>\n\n\n\n

        \u2022 Do teachers (and other\nschool staff) take account of the cultures, interests and, aspirations of all\ntheir students in order to enhance their learning?<\/p>\n\n\n\n

        \u2022 Do staff in schools and\nother centres of learning work closely with families in ensuring support for students?<\/p>\n\n\n\n

        4.3 Trainee teachers are\nprepared for dealing with learner diversity.<\/p>\n\n\n\n

        \u2022 Are trainee teachers helped\nto develop positive attitudes towards student diversity?<\/p>\n\n\n\n

        \u2022 Does the teacher education\ncurriculum for all teachers highlight the principle of inclusive education?<\/p>\n\n\n\n

        \u2022 Are trainee teachers helped\nto develop teaching strategies that respond positively to student diversity?<\/p>\n\n\n\n

        4.4 Teachers have opportunities\nto take part in continuing professional development regarding inclusive\npractices.<\/p>\n\n\n\n

        \u2022 Do schools and other centres\nof learning have effective staff development programmes in relation to inclusive\npractices?<\/p>\n\n\n\n

        \u2022 Are there opportunities for teachers to attend in-service courses regarding the development of inclusive practices?<\/p>\n\n\n\n

        Source: UNESCO International Bureau of Education<\/a>
        Training tools for curriculum development: reaching out to all learners: a resource pack for supporting inclusive education <\/p>\n","protected":false},"excerpt":{"rendered":"

        Dimension 1:Concepts In a national education system that is in the process of becoming inclusive:Continue Reading<\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":true,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[18],"tags":[10],"class_list":["entry","author-smipewpryl","has-more-link","post-406","post","type-post","status-publish","format-standard","category-education","tag-inclusion"],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/posts\/406"}],"collection":[{"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icongreece.gr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=406"}],"version-history":[{"count":4,"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/posts\/406\/revisions"}],"predecessor-version":[{"id":2080,"href":"https:\/\/icongreece.gr\/index.php?rest_route=\/wp\/v2\/posts\/406\/revisions\/2080"}],"wp:attachment":[{"href":"https:\/\/icongreece.gr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=406"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/icongreece.gr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=406"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/icongreece.gr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=406"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}