Inclusion in Education

Inclusion in Education

Introduction

Introduction

The process of education begins with the definition of its objectives. In fact, the main goal of education is the formation and development of the child as an individual, which has useful properties it needs to function in society. The purpose and objectives of education cannot be established once and for all in any society as the change of social structure and social relations leads to changes and goals of education. They are set each time as the requirements of the new trends for the individual company. This article written by Stahl (1999) explains the issue of quality of education became a recurring challenge in the higher education scenario given the demands of promoting discourse and practices put in place the foundations of a critical and reflective thinking for understanding and acting in society today.

This implies a commitment to higher education institutions to take a new vision and a new paradigm for the training of students. No doubt, the teacher aims to facilitate the learning of students that is composed of a series of activities including interaction of students with certain content. Stahl (1999) believes that the teaching strategy enables teachers provide students motivation, information and guidance for their learning. In fact, it is conceivable that the development of these skills would keep a high level of relationship with quality teaching practices. However, it is also clear that the concept of "quality" is rooted in two crossroads: on one hand, it faces the various denominations leading to coexisting interpretations, and secondly, faces obstacles in measuring outcomes Hutchings et al, 2011). In this sense, it is thought that the problem of the quality of teaching involves theoretical and operational concepts.

Discussion

The role of curriculum is very crucial and vital for the professional and social development of students. The students are guided to explore the potential that the disciplines offer and learning more and more autonomous forms and symbolic systems through which we structure knowledge (Lambirth et al., 2011). The curriculum development team, taking into account different approaches, general guidelines and the provisions of the educational policies, process planning of educational teaching that considers different needs of each group class or the individual student (Hargreaves & Moyles, 2012).

Approaches for Inclusion

Behavioral Approach

This consists of a blueprint that allows the schools to specify their objectives and goals. This type of approach also makes possible the matching of curriculum activities and contents with the learning and academic objectives. In addition, behavioral approach is useful to evaluate learning outcomes in relation to the academic goals and plans established at the initial stage of the curriculum development (Bilbao et. al., 2008).

Managerial Approach

This approach recognizes an individual as a leader for the curriculum planning and development process who is responsible for setting out educational policies and academic priorities for the primary education system. The managerial approach also enables the leader not only to manage any change in content but also to focus on innovative contents (Bilbao et. al., 2008).

Systems Approach

The system approach has been ...