Worldwide, there is a need for many well-trained and motivated teachers who can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be active citizens and support the development of their community and country (Patton, 2011). Many countries do not have enough teachers, let alone teachers who have received sufficiently high quality pre- and in-service training and access to continuing professional development (Bowe, 2005). The lack of motivated teachers impacts on the enrolment, participation and achievement of all children – but can be particularly detrimental to the education of children from marginalized groups, who may need some extra encouragement or assistance to reach their educational potential.
Table of Contents
- Introduction
- Inclusion in Education
- Arguments Against Compulsory Training in Inclusive Educational Practices
- Fear of Professional Wilderness
- Cumbersome Training
- Resource Scarcity
- Cultural Barriers
- Implementation Challenges
- School Attendance and External Factors
- Arguments for Compulsory Training in Inclusive Educational Practices
- Benefits of Inclusive Practices
- Economic Impact
- Education as a Basic Right
- Job Creation
- Equality and Educational Standard
- Addressing the Needs of Children with Disabilities
- Discrimination Against People with Disabilities
- Conclusion
Objectives and Key Themes
This essay explores the debate surrounding the compulsory nature of training in inclusive educational practices. It delves into the various arguments for and against the implementation of such training, examining the potential benefits and challenges associated with this approach.
- The role of teachers in inclusive education.
- The challenges of implementing inclusive educational practices.
- The impact of cultural and societal attitudes on inclusion.
- The rights of children with disabilities to access education.
- The economic and social implications of inclusive education.
Chapter Summaries
The essay begins by outlining the importance of inclusive education and the need for well-trained teachers to effectively implement it. It then delves into the arguments against making training in inclusive educational practices compulsory. These include concerns about teacher's fear of losing their core profession, the burden of additional training, the scarcity of resources, cultural barriers, implementation challenges, and the impact of factors like school attendance and external circumstances. The essay then presents the arguments in favor of compulsory training, emphasizing the benefits of inclusive practices, the economic impact, the fundamental right to education, job creation, equality, and the critical importance of addressing the needs of children with disabilities. The essay concludes by highlighting the ongoing issue of discrimination against people with disabilities and the need for comprehensive support to ensure the success of inclusive education.
Keywords
The essay focuses on the key topics of inclusive education, teacher training, compulsory education, children with disabilities, discrimination, cultural barriers, resource scarcity, economic impact, and social inclusion.
- Citation du texte
- MBA Fredrick Mwangi (Auteur), 2015, Should Training In Inclusive Educational Practices Be Compulsory To Teachers?, Munich, GRIN Verlag, https://www.grin.com/document/294719
