The Inclusion of Inclusive Education in Teacher-Training: Issues of Curriculum, Pedagogy and Staffing
The Inclusion of Inclusive Education in Teacher-Training: Issues of Curriculum, Pedagogy and Staffing
Introduction
UNESCO has defined inclusive education as the opening up of ‘schools, centre of learning and educational systems…to ALL children. For this to happen, teachers, schools and systems may need to change so they can better accommodate the diversity of needs that pupils have and (ensure) that they (the pupils) are included in all aspects of school life. It also means a process of identifying any barriers within and round the school that hinder learning, and reducing or removing these barriers.
Inclusive Education is therefore a process, a product and a philosophy – a growing body of approaches, strategies and methods, a desirable outcome, and a distinctive way of thinking about educational issues. The National Curriculum Statement for Papua New Guinea defines inclusive education similarly (Department of Education 2003, p.18), and emphasises its importance within the new National Curriculum, asserting the new curriculum is an inclusive curriculum as it is ‘designed to meet the needs of all students…’ (ibid, p.18). However the Statement also points out that the curriculum must be taught inclusively, in ways that encourage pupils to participate fully in learning activities (ibid, p.19). Why is inclusive education seen as so important, both internationally and in Papua New Guinea? Firstly, it addresses the weaknesses of under-achieving education systems. In Papua New Guinea, many children, particularly girls, drop out of school (Webster 2004a, p.11) and others are not yet literate although they have completed primary school (Webster 2004c, p.11). If schools in Papua New Guinea were more inclusive, there would be lower drop out rates and higher standards of attainment as schools would be more responsive to pupils’ educational needs. Secondly, there are strong ethical arguments for inclusive education. Christians believe they are commanded to follow
Introduction
UNESCO has defined inclusive education as the opening up of ‘schools, centre of learning and educational systems…to ALL children. For this to happen, teachers, schools and systems may need to change so they can better accommodate the diversity of needs that pupils have and (ensure) that they (the pupils) are included in all aspects of school life. It also means a process of identifying any barriers within and round the school that hinder learning, and reducing or removing these barriers.
Inclusive Education is therefore a process, a product and a philosophy – a growing body of approaches, strategies and methods, a desirable outcome, and a distinctive way of thinking about educational issues. The National Curriculum Statement for Papua New Guinea defines inclusive education similarly (Department of Education 2003, p.18), and emphasises its importance within the new National Curriculum, asserting the new curriculum is an inclusive curriculum as it is ‘designed to meet the needs of all students…’ (ibid, p.18). However the Statement also points out that the curriculum must be taught inclusively, in ways that encourage pupils to participate fully in learning activities (ibid, p.19). Why is inclusive education seen as so important, both internationally and in Papua New Guinea? Firstly, it addresses the weaknesses of under-achieving education systems. In Papua New Guinea, many children, particularly girls, drop out of school (Webster 2004a, p.11) and others are not yet literate although they have completed primary school (Webster 2004c, p.11). If schools in Papua New Guinea were more inclusive, there would be lower drop out rates and higher standards of attainment as schools would be more responsive to pupils’ educational needs. Secondly, there are strong ethical arguments for inclusive education. Christians believe they are commanded to follow