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Description
Specifications
The school serves as a meeting point and coexistence for many different children. Among its responsibilities is the awareness and cultivation of acceptance attitudes towards everyone, mutual understanding, and interaction among students, as well as the development and maintenance of friendly relationships both within and outside the school framework.
The inclusion of students with disabilities in general classes is an issue that has particularly concerned scientists, researchers, educators, and parents of the students. Each, from their own perspective, supports the benefits arising from this process. Researchers speak of the social inclusion and participation of students with disabilities. Parents argue that it is their child's right to attend the school in their neighborhood, and educators are called upon to meet the educational, psychological, and social needs of all students without exception.
The resources available to them are minimal, and the support they receive is negligible. Furthermore, we talk about the inclusion of students with disabilities without the general education students being prepared for it. As a result, students with disabilities remain isolated or marginalized in the classes they attend, without friends and without the opportunity to interact with their peers.
The aim of this book is, on the one hand, to provide educators with the necessary theoretical background to be able to recognize the causes and effects of behaviors in the classroom that relate to the acceptance of disability. To inform them about how to organize and implement an educational program aimed at raising awareness and sensitizing students on issues related to disability.
By describing various programs that have been implemented over time, ideas are provided to educators for programs they can implement themselves, while also highlighting the aspects of the programs that led to failures in achieving the intended goals.
Schools design inclusive programs but often fail, as they primarily concern students with disabilities. Parents and specialists focus on how to improve the image of the child with a disability, their skills and abilities, and how to achieve their socialization. In their efforts, they overlook the reality. What primarily needs to be reshaped is the environment itself, whether we refer to physical access or more generally to access to social goods, as every person has a right to it.
Significant obstacles are the misconceptions that students often have about disability issues, as well as the prejudices that are perpetuated from one generation to the next. It must finally be understood that building a strong cognitive background for categories of disability, their characteristics, and the possibilities and limitations that individuals with disabilities truly experience will significantly help break this unbreakable continuity in reproducing prejudices and begin a different perspective on disability.
The pre-adolescent age is the most suitable time for the implementation of such programs, as the perceptions of students have not yet cemented, and students at this age tend to be more positive towards the possibility of interacting with people different from themselves than at any other time in their lives.
Children's literature was chosen as a means of approaching disability because it is integrated into the school curriculum, and educators are familiar with its use. The variety of activities (written, artistic, role-playing games, etc.) helps stimulate and maintain students' interest, avoids fatigue, and creates an environment that does not resemble a "lesson," allowing them to express their concerns and anxieties effortlessly.
The proposed programs can be used as they are, but they can also be modified according to the objectives set by each educator and the group to which they are directed. It is hoped that this book will contribute to changing all of our mindsets regarding the treatment of individuals with disabilities and mitigate the behavioral problems that arise daily in modern schools.
Change in perceptions and the fragmentation of stereotypes, when initiated in childhood, provides hope for a restructuring of social perception towards disability.
Manufacturer
- Author
- Marina Louari
- Publisher
- Lexitypon
- Type
- General Special Education Topics
- Language
- Greek
- Subtitle
- Flexible zone training programmes for disability
- Cover
- Soft
- Number of Pages
- 142
- Release Date
- -
- Publication Date
- 2017
- Dimensions
- 17x24 cm
- Award
- -
- Intended for
- Special Education Teachers
- Educational Level
- -
- ISBN-13
- 9789605970840
Important information
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