Inclusive Philosophy Development Task: Guiding Principles

Inclusive Philosophy Development Task: Guiding
Principles
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Overview of the course material:
The government of UK has made a statement for inclusive education which mentions that “Every
child is included in our programme, which is driven by the inclusivephilosophy”(Habermas,
2018). Valuable learning materials provided in classroom session has given clear about the
importance of the legislation has explained equal rights of all students to gain an inclusive
education. Reformation of the education system is important to protect rights of children
regarding early education facilities.
This philosophy has also shed light on educational facilities that need to be provided to disable
pupil in school setting (Stern, et al., 2015). Neither can an institution discriminate on the basis of
sex nor can show any reservation against women.The legislation also grants all pupils,
irrespective of their race, full access to opportunity. Development of inclusive education supports
in building healthy relation between pupils in classroom session.
3 key features of inclusion
The first key feature of inclusionis an emphasis on sociological outcomes that wants to engender
a sense of solidarity and belonging in pupils so they become socially compatible (Fourie, et al.,
2015). The second feature is that administration monitors and actively supports all activities to
because without active support from the administration no system can work properly. The third
key featureis that the administration keeps in mind the programme’s goal, curricula and
philosophy and regularly evaluate the system and decide whether it is progressing as intended or
some adjustments or changes is necessary.
6 principles of inclusion
The first principle is, treating everyone equally and creating a safe and caring
environment(Richards & Armstrong, 2015.). Continuous communication between educational
professional is important for providing educational facilities to physically disabled people.
Individual support of teachers is important to facilitate the functioning of inclusive education
system. The second principle of second inclusion considers the importance of family
involvement in order to manage educational needs of students with inclusive educational
needs(Patel, 2016). Support of close family members enhances confidence level of students
regarding inclusive philosophy considered in educational setting. Thirdis to assess children’s
strength and abilities and to respond to their individual needs.Evaluation of personal need of
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