Social Inclusion: What It Is and Why It's Important?

Autor/inn/en	Osher, David; Pickeral, Terry
Titel	Social Inclusion: What It Is and Why It's Important?
Quelle	In: State Education Standard, 13 (2013) 1, S.14-19 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Inclusion; Social Attitudes; Disabilities; Educational Environment; Strategic Planning; Educational Improvement; Equal Education; Social Justice; Student Participation; Art Activities; Mentors; Tutors; Coaching (Performance); Student Needs; Success; Interaction; Regular and Special Education Relationship; Peer Relationship; Well Being; Consciousness Raising; Athletics + Suchen Sie Ihr Suchwort? Inklusion; Social attidude; Soziale Einstellung; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Strategy; Planning; Strategie; Planung; Teaching improvement; Unterrichtsentwicklung; Soziale Gerechtigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Künstlerische Tätigkeit; Förderlehrer; Lehrender; Tutor; Erfolg; Interaktion; Peer-Beziehungen; Well-being; Wellness; Wohlbefinden; Bewusstseinsbildung; Leichtathletik
Abstract	Social inclusion for students with disabilities builds on steps taken for physically and academically inclusive learning environments and highlights the need for all students having frequent opportunities to interact with a broad range of peers in a variety of settings within and outside the classroom setting. This article presents some suggestions from students with disabilities, who participated, along with their non-disabled partners, in a listening session conducted for the federal government's Interagency Working Group effort to develop a national Strategic Plan to Improve Outcomes for All Youth. The suggestions for social inclusion needed to: (1) Provide equal treatment, equal opportunities to learn, and more activities for youth with disabilities; (2) Give youth with disabilities time and opportunities to find things they love doing; (3) Provide opportunities for youth to engage in the arts so they can express themselves and have something to look forward to; (4) Provide mentors, tutors, and coaches to help youth with disabilities participate and do well in school; (5) Provide more opportunities for youth with and without disabilities to interact with one another; and (6) Involve more people in Special Olympics, and align Special Olympics sports with school sports to build shared activities among students with and without disabilities. When these suggestions are integrated into a safe, equitable, nurturing, and engaging school climate, social inclusion can improve special and general education students' sense of well-being and help them develop positive attitudes toward those different from them. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01