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International Journal of Humanities and Education Research

Vol. 2, Issue 1, Part A (2020)

Current status of children with special needs sensory and locomotor impairment in elementary inclusive schools level 

Author(s):

Sheetal Devi and Dr. Sangita Gupta

Abstract:

The social ideal of equality is the most significant justification for inclusive education. Regardless of our differences, we all have the same rights. Separate, however, is not the same as equal. In contrast to previous segregation experiences, inclusion supports the impression that differences are tolerated and appreciated. It is critical that we do not repeat the mistakes of the past. Schools that foster social acceptance, peace, and collaboration are needed. Equality is valued and promoted as a virtue in society when schools incorporate all students. When schools reject some children, prejudice is ingrained in the minds of many students, resulting in heightened social strife and dehumanizing competitiveness as adults. Education is a potent tool for social transformation, and it frequently initiates upward social progress. As a result, the gap between different sections of society is being bridged. In recent decades, inclusive education has risen to prominence around the world, particularly in the implementation of educational reforms to combat exclusionary practices. Over the last few decades, inclusion has emerged as a pedagogical technique as well as a political tool for challenging exclusionary policies, regulations, and practices in countries' educational systems. In general, the worldwide human rights movement, which has emerged and developed during the twentieth century, now includes children with special needs. Rather from being a privilege or a charity, education for children with exceptional needs has become a matter of entitlement, a fundamental human right.

Pages: 48-54  |  104 Views  15 Downloads

How to cite this article:
Sheetal Devi and Dr. Sangita Gupta. Current status of children with special needs sensory and locomotor impairment in elementary inclusive schools level . Int. J. Humanit. Educ. Res. 2020;2(1):48-54.
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