Towards a Responsive and Nurturing Inclusive Education Dr. Edilberto I. Dizon

What qualities/attributes does a good inclusive education have What qualities/attributes does a good inclusive education have? In what ways do these qualities/attributes contribute to the implementation of inclusive education?

A good inclusive education …must have been purposively and positively conceptualized before implementation. … is based on a sound theoretical/conceptual framework with the end-goal of helping the CSEN achieve the best that he can within a therapeutic context.

A good inclusive education … has an excellent implementation practice and organized systems approach. Every staff member knows what to do, and does work systematically and collaboratively within its network.

A good inclusive education …has for its end-goal the best welfare of the CSEN more than anything else. Thus, it renders services that bring out the best in the child – within the conditions of loving, acceptance, respecting and believing in the child’s potential for learning, maturation and independence, and skills competence.

A good inclusive education … is dynamic as it enhances and upgrades services based on past achievements as well as shortcomings.

A good inclusive education … believes that the CSEN – like a butterfly – undergoes progressive stages of development. It aims to make the child surpass past achievements as he grows in developmental skills and maturation.

A good inclusive education … collaborates with the family, the community and the sectors therein, and other support agencies/persons. No inclusionary program can ever succeed without constructively collaborating with other stakeholders.

A good inclusive education … focuses on what the child can do and develops him from there. It does not demand and look for what the child cannot do. Thus, it does away with competing/comparing the child with other children.

A good inclusive education … adopts a move-up/pass-up program enabling the child to go through the grades and be with his actual age-group peers.

A good inclusive education … provides individualization in areas of delays/concerns. Remember, it is not merely the physical presence of the CSEN in the regular class that makes up inclusion. The child’s individual needs in the different skills areas must be addressed.

A good inclusive education … good inclusive education must guarantee successful normalization of the child as he transitions from one level to another.

then you’re ready for inclusion! Kuha n’yo? If the answer is ‘Yes’, then you’re ready for inclusion!