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Lilowtie Ramlogan Post 1

• 5 May 2021, 4:15 PM

3.9 Monitoring Tools

By comparing and reflecting on Resource1 and Resource 2, I think the school context which I am familiar with is well on the way to becoming an Inclusive one. Most of the traits of inclusive school is very much evident in the school which I know. My suggestion would be to build strong partnerships with the parents so that they play an active role in their child’s development. Parents should not only be called upon for completing questionnaires and assisting in fundraisers, but they can make significant contributions to the school since some of them are excellent resource personnel. Another suggestion is to have readily available a school support system if not in each school but in each district.


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Paula Rahim Post 2 in reply to 1

• 5 May 2021, 8:29 PM

I totally agree with you especially with the readily support system because in my context this process is too long after observations are made.

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Ann Ramlakhan Post 3 in reply to 1

• 7 May 2021, 4:12 PM

Ms Ramlogan I totally agree with you. Parents and community members play a key role in assisting the school in providing inclusive education.

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Farrah Ceballo Post 4 in reply to 1

• 9 May 2021, 6:45 AM

This is very true. I see this the evidence of this at my school. You see the difference when parents are heavily involved. 

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Chandrawatie Gajadhar Post 5 in reply to 1

• 24 May 2021, 2:07 AM

Yes i agreed with your point it is vital to that the schools have readily avaiable support system ..Unfortunately some school  system take to much time to process  observation and recording are made. Not enough human resources are in placed for timely time intervention.

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Anju Mathura Post 6 in reply to 1

• 4 June 2021, 5:06 PM

I fully endorse what you said. My personal belief is that parents are our most important stakeholders in education. In my school we get the parents actively involved and we have been seeing the benefits of such. Creating/building these partnerships foster holistic growth of the students.