Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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TO ACHIEVE “EDUCATION FOR ALL” SOCIETY

Mr. Mokome Jonas Mokome
Arch Special Education
Box 29 Tiko, Southwest province
Rep. of Cameroon
Mokomejo@yahoo.co.uk

“People need to know their right. Children are cheated and abused world wide because they do not even knows their right. Human Right Commissions have been formed in nearly all the country of the globe that is needed, a step forward”

CURRICULUM:

    The curriculum for inclusive education should contain specific plans for whatever learning opportunities are anticipated. They should be defined subjects and subject matter that is what the teacher will teach and learned by the learner. They also need learning experiences or all the experience children have from all the teachings. These teachings should have definite intention (objectives) geared at the students being able

to do or perform an action as a result the learning.

PEDAGODY:

             The root Latin word “Pedagogue” means “teaching”. It is the scientific approach of applying knowledge from learner, learning process, and effectively organizing the available knowledge for realization of educational goals on inclusive education’s pedagogy should have activities that are designed and performed to produce a positive change in the learner’s behavior. This pedagogy should integrate the cognitive, effective and psychomotor domains of the learners. With a sequential outline of activities aimed at attaining selected goals or outcomes or intently it will surely do what the curriculum prescribe for all of them are goal oriented.

DEVELOPMENT:

              Inclusive education should be well developed throughout the four stages of human development. At the sensorimotor stage (0-2 years); they begin their main intellectual activity, which is interacting with their immediate environment. Their experiences cannot be categorized since they just feel and see what is around. But other six months, they developed a critical mental ability. Their eyes learned by object performance; that is, though objects disappear they still exist. Even the blind disability can hold in their mind voice and picture a missing object. Parents must start this education by making visual experiences interesting and varied.

                                By 2-7 years intensive thoughts makes the quality of thinking improve. Inclusive education should no longer be bound to an immediate environment. Varied learning environment and experiences will increase vocabulary, language acquisition, imitative learning, imaginative learning, and develop the sensorimotor of disable. So they should go to school.

                                 The concrete operations begin at 7-11 years. This schooling stage, inclusive education should take advantage of children’s young logical, positive ideas to make them undress and functional relationship because now they can test the problem and can be specific. No chance of discrimination should exists because they are too literal minded and they don’t joke with fantasies. They know what is dream and fact. Don’t give them formal operations-limit abstracts.

In the 11-16 years, the formal operations begin. Inclusive education should be characterized by four main differences.

• Possibilities/Hypothesis: that is children think about what is and what can be.
• Expanded thoughts-mental thinking: they have the ability to think about their thought and thoughts of others.
• Perspectivistic thoughts: They that difference people have thought about one idea, no single and correct point of view exists, and not everyone understands the same way.   These differences will make learning to be full of real-life experiences of individuals. They do as individuals havea freedom to act and opportunities to learn, which is a right.

MANAGEMENT:

             Inclusive education at all levels requires both material and human resource management. The administrator, who is at the helm of this complex structure, should effectively and efficiently use these resources to improve the learning outcomes. Since no school administrator can work alone, the support the ministry of education will be in form of grants, aids, subvention and setting policies that will improve things at the national scale. The community leaders and parents/friends of the school are needed to collaborate towards a better educational outcome. The teacher and pupil who are the most intimate partners needs a greater collaboration to the meeting of educational needs. The quality of these relationships will determine the quality of the education. This quality needs to be determined by trained and experience school managers, who will coordinate all the partners involved motivating, deliberating and using the ideas of all to make up the decision in the running of the schools. Quality is assessed by the creative and imaginative power of the school heads and his collaborators (government, teaching pupil).

POLICY:

            The relationship between the employers and the employees in the school is almost fixed on how they both can collaborate to give the needs standard of education required by the inclusive system. The employer is a decision-maker; he spells out clear reasons of concern about the curriculum, and ensures that appropriate interest is properly represented in the planing. He states the rational or justifies the acting concerned in the curriculum.

                Next, determining the scope outline in broad terms develops policies. This includes, topics and issues with which the outs of the societies present, and future needs. The policy can coincide will practice if the student receive a sense of purpose and directive for their study teachers have a sense of objectives to achieve their goals. They will diverse were no objectives are selected describing students outcome in line with program.

                  These are limits to individual. Local, national, and international policies on inclusion education. These include the available resource for instruction at all levels. The resource will determine facts, concepts and generalization to be included in the learning objectives. Non discrimination policies will eliminate mix feelings among learners and incorporate able and disable students to learn together. It’s good that policies and planning towards an improvement in inclusive education be brought to bear by installing and maintaining the program highlighted in the policies. This needs support in the financial, material, technological and human resource domains. Some of the needs are disguised especially when poor policies exist. So they cannot be met. For example among ministry disable students the psychological and emotional recovery of the learners is more important than skills they learn. This may be minimized diversity in home, school, and community and at the level of national policy-making in terms of planning, national and international realities. This different approaches but one goal to foster inclusive education.

Yours faithfully,

ISEC disable student delegate.

MOKOME JONAS MOKOME

Researcher on Inclusive Education in Cameroon

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