INCLUSIVE EDUCATIONAL PROVISION: CHILDREN’S RIGHT TO SOCIAL AND EDUCATIONAL EMPOWERMENT

Abstract

Global practices in education have come to frown at discrimination in the process of educational provision on the basis of gender, social standing, and religion, as well as ethnic, regional or country considerations. Viewed as that type of education which responds and addresses the diversity of needs of all learners through increasing participation in learning, cultures, and communities, and reducing exclusion from education, inclusive education aims to address the educational needs of all learners in conducive and supportive environment. Both disabled and non-disabled children need equal and functional education, as a right, based on their individual needs, talents, abilities and challenges. To achieve this, models and other ways such as the Magic Formula, have been discussed. Several benefits accrue from educational inclusion that border on both disabled and non-disabled children, teachers, parents and the community. At the centre of inclusive educational provision are the teachers, educators, government, family and the community. Consequently, teacher, school, government, family and the community are known to constitute impediments to the effective implementation of inclusive education. To deal with these challenges, the paper suggests that there is need to develop an empowering curricula and pedagogy that will adequately address children’s educational needs, children’s rights need to be respected, and the right environment must be created in order for inclusive education to thrive.