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Sammy Mutisya Post 1

• 13 April 2021, 10:13 PM

Features of an Inclusive School

Teachers and administrators with right attitudes and willing to account for all the learners in their class and the school environment. Disability should be mainstreamed in the school infrastructure and teachers should be able to facility quality education using learner centered approaches.

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FLORENCE KISIRKOI Post 2 in reply to 1

• 14 April 2021, 4:17 PM

Yes Sammy, I agree that right attitude play a great role, Lydia in the video emphasized a resource room. Would you also emphasize resource room or right attitude?

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David Ngatia Post 4 in reply to 2

• 14 April 2021, 9:15 PM

Quite a tough question Florence! From computer knowledge perspective, for a "hardware"( physical components) to run, you must first install a "software"( Program). Going by that analogy, I would begin by change of "soft skills" ( right attitudes) then proceed to resources. My opinion though....

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Rose Nyambura Post 6 in reply to 4

• 1 May 2021, 12:43 PM

I agree with you David. Plenty of resources but wrong attitude will be wasteful. 

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Allison Granger Post 7 in reply to 6

• 1 May 2021, 7:31 PM • Edited by the author on 1 May 2021, 7:34 PM

I agree with the soft skills. Once those skills are evident, it provides a welcoming atmosphere. However, the other changes must be made, so that the needs of all learners can be met. 

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Mona Ramos Post 3 in reply to 1

• 14 April 2021, 4:54 PM

Indeed infrastructure is key as well as positive attitude.

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June Grant Post 5 in reply to 1

• 1 May 2021, 5:55 AM

The features of an inclusive school

Key features of an inclusive school  include:-

Support - strong effective administrator, teacher support through adaptive curriculum and making teaching/learning resources, specialized & individual support for learning.

Cultural change - no discrimination, respect for diversity, equality, engagement in active learning among all children.

Partnerships - parent/teacher collaboration, school/community collaboration, people with disabilities/without disability forming partnerships for inclusion practices, and community education, peer/peer mentoring, teacher/teacher collaboration.

Monitoring - ongoing school curriculum auditing and adaption, programme assessment/evaluation.  

Systems

government and other stakeholder agency working together to realize whole school inclusion.