文档介绍：DIFFERENT STRATEGIES FOR EMBRACING INCLUSIVE EDUCATION: A SNAP SHOT OF INDIVIDUAL CASES FROM THREE COUNTRIES
Lee Lay Wah
Universiti Sains Malaysia
This paper provides a snapshot into how three individual schools from three different countries practice inclusive education. In the case of the UK primary school, inclusive practices are focused on the provision of external resources and expertise to supplement instruction in the classroom. In herlands, the focus is on teacher change through change of attitude and in-service development of skills. The third case, a Malaysian case, highlights the discrete relationship between special educators and regular teachers in providing inclusive education in their school The research evidence shows that strategies to promote inclusive education is dependent on the current strengths and needs anizations. Each of anizations embraces inclusive education by capitalizing on their own strengths. It is proposed that inclusive education be interpreted based on situational contexts and should be broad enough to pass a continuum of needs. The implication of this is that inclusion is an ongoing developmental process whereby anizations can continue to develop towards greater inclusion whatever is its present state.
Inclusive education finds its philosophical roots in ideas about human rights, social justice and equity. Based on these sound human values, it is inevitable that the movement towards inclusive education has been gaining ground in educational systems throughout the world that have traditionally been responding to special educational needs based on segregated special education systems. The aim of inclusive education is to enable students with special educational needs (SEN) to benefit from the upbringing and socialization processes at regular mainstream schools (Lo, 2007). The movement towards inclusive education is embraced internationally and has been enshrined and articulated into international legislations, notably policy d