Challengers in accommodating the needs in developing country dating no registration
I have mapped out a journey on the long road towards inclusion.
This journey begins with the Salamanca Statement of 1994 and definitions of inclusive education, and takes us through Community Based Rehabilitation and units attached to mainstream schools, to a fully inclusive approach to education from policy through to practice.
For example, even people of high intelligence can be under prepared if their education was disrupted, for example, by internal displacement during civil disorder or a war.
Common special needs include learning disabilities (such as dyslexia), communication disorders, emotional and behavioral disorders (such as ADHD and ADD), physical disabilities (such as Brittle Bone Disease, Cerebral Palsy, Muscular Dystrophy, Spinal Bifida, and Frederich's Ataxia), and developmental disabilities (such as autism spectrum disorders and intellectual disability).Specifically, academic challenges included communication with professors, classmates, and staff.Consequently, they have to deal with social isolation when engaging in different group activities.Paper presented at: A Symposium on Development Policy entitled "Children with Disabilities and the Convention on the Rights of the Child" Gustav Stresemann Institute, Bonn, Germany October 27-29, 2000 I would like to start by quoting to you from the recent International Special Education Congress (ISEC), entitled 'Including the Excluded', which took place in July this year in my home town of Manchester."Inclusion is about genuine relationships." "Inclusion is about the intentional building of relationships where difference is welcomed and all benefit." The first statement was made by an 'ordinary' village school teacher from Zambia.