- The most important international policy document about inclusion on special needs education.
- In June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm.
- The Statement begins with a commitment to Education for All, recognizing the necessity and urgency of providing education for all children, young people and adults 'within the regular education system.' It says those children with special educational needs 'must have access to regular schools' and adds:
o Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
The steps that governments and national authorities should take are:
1. Give the 'highest policy and budgetary priority' to improve education services so that all children could be included, regardless of differences or difficulties.
2. 'Adopts as a matter of law or policy the principle of inclusive education' and enroll all children in ordinary schools unless there were compelling reasons for doing otherwise.
3. Develop demonstration projects and encourage exchanges with countries with inclusive schools.
4. Ensure that organizations of disabled people, along with parents and community bodies, are involved in planning decision-making.
5. Put greater effort into pre-school strategies as well as vocational aspects of inclusive education.
6. Ensure that both initial and in-service teacher training address the provision of inclusive education.
7. to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes.
8. The United Nations and its specialized agencies, in particular the International Labour Office (ILO), the World Health Organization (WHO), UNESCO and UNICEF.
9. To strengthen their inputs for technical cooperation, as well as to reinforce their cooperation and networking for more efficient support to the expanded and integrated provision of special needs education ;
10. non - governmental organizations involved in country programming and service delivery :
As the United Nations agency for education:
1. Ensure that special needs education forms part of every discussion dealing with education for all.
2. Enhance teacher education in this field by getting support from teacher unions and associations.
3. Stimulate the academic community to do more research into inclusive education and disseminate the findings and the reports.
4. Use its funds over the five-year period, 1996--2001, to create an expanded programmer for inclusive schools and community support projects, thus enabling the launch of pilot projects.
Tuesday, June 30, 2009
Gagne's Learning Outcomes and Conditions for Learning
Type of Learning Outcome Critical Learning Conditions
Verbal Information
Stating previous knowledge:
facts, concepts, principles, procedures
1. Draw attention to distinctive features in print or speech.
2. Present information so that it can be made into chunks.
3. Provide a meaningful context for effective encoding of information.
4. Provide cues for effective recall and generalization of information.
Intellectual Skills
Discriminations-Distinguishing objects, features, symbols
Concrete concepts-Identifying classes of concrete objects, features or events
Defined concepts-Classifying new examples of events or ideas by their definition
Rules-Applying a single relationship to solve a class of problems
Higher order rules-Applying a new combination rules to solve a complex problem
1. Call attention to distinctive features.
2. Stay within the limits of working memory.
3. Stimulate the recall of previously learned component skills.
4. Present verbal cues to the ordering or combination of component skills.
5. Schedule occasions for practice and spaced review.
6. Use a variety of contexts to promote transfer.
Cognitive Strategies
Using personal ways to guide learning, thinking, acting and feeling
1. Describe or demonstrate the strategy.
2. Provide a variety of occasions for practice using the strategy.
3. Provide informative feedback as to the creativity or originality of the strategy or outcome.
Attitudes
Choosing personal actions based on internal states of understanding and feeling
1. Establish an expectancy of success associated with the desired attitude.
2. Assure student identification with an admired human model.
3. Arrange for communication or demonstration of choosing personal action.
4. Give feedback for successful performance; or allow observation of feedback in the human model.
Motor Skills
Executing performances involving the use of muscles
1. Present verbal or other guidance to cue the executive subroutine.
2. Arrange repeated practice.
3. Furnish Immediate feedback as to the accuracy of performance.
4. Encourage the use of mental practice.
Verbal Information
Stating previous knowledge:
facts, concepts, principles, procedures
1. Draw attention to distinctive features in print or speech.
2. Present information so that it can be made into chunks.
3. Provide a meaningful context for effective encoding of information.
4. Provide cues for effective recall and generalization of information.
Intellectual Skills
Discriminations-Distinguishing objects, features, symbols
Concrete concepts-Identifying classes of concrete objects, features or events
Defined concepts-Classifying new examples of events or ideas by their definition
Rules-Applying a single relationship to solve a class of problems
Higher order rules-Applying a new combination rules to solve a complex problem
1. Call attention to distinctive features.
2. Stay within the limits of working memory.
3. Stimulate the recall of previously learned component skills.
4. Present verbal cues to the ordering or combination of component skills.
5. Schedule occasions for practice and spaced review.
6. Use a variety of contexts to promote transfer.
Cognitive Strategies
Using personal ways to guide learning, thinking, acting and feeling
1. Describe or demonstrate the strategy.
2. Provide a variety of occasions for practice using the strategy.
3. Provide informative feedback as to the creativity or originality of the strategy or outcome.
Attitudes
Choosing personal actions based on internal states of understanding and feeling
1. Establish an expectancy of success associated with the desired attitude.
2. Assure student identification with an admired human model.
3. Arrange for communication or demonstration of choosing personal action.
4. Give feedback for successful performance; or allow observation of feedback in the human model.
Motor Skills
Executing performances involving the use of muscles
1. Present verbal or other guidance to cue the executive subroutine.
2. Arrange repeated practice.
3. Furnish Immediate feedback as to the accuracy of performance.
4. Encourage the use of mental practice.
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