Het vieren van diversiteit in de schoolpraktijk

years to 13 years. Admission to school is not based on the socio-economic status of the parents.
About 35 students are accommodated in the hostel.
Bronnen:
Onderzoek: 2014p-011
Praktijk
Lessen worden ingericht met in gedachten: “leren van alle leerlingen” en stimuleren de participatie van alle
leerlingen. en ontwikkelen begrip voor verschillen.
The use of varied and flexible teaching approaches allows all children, including those withdisabilities, to
learn at their own pace. Teachers plan active forms of learning, simulation exercises, role play, and use
workbooks, drawing, and other forms of class work to provide opportunities for children to learn at their
own pace. The school curriculum also includes sports (such as karate), music and drama. The method
of assessment is based on an individualized education plan. (karachi)
Leerkrachten plannen, geven les en evalueren in partnerschap.
Teachers are sensitive and have a welcoming attitude towards children with special needs. They
frequently adjust their teaching strategies, presentation of content, and assessment procedures
according to the requirements of children with special needs. For example, diagnostic probes and
teaching are used to supplement instruction, and the presentation and response modes of assessment
tools are modified according to the needs of children. ( karachi) The teacher-to-student ratio is one to 14
Er is heel veel expertise bij het personeel in zowel het reguliere als het speciaal onderwijs.
Most teachers do not have a special education background; one teacher has received shortterm training
in special education in the United States. Some teachers have been trained privately through workshops
arranged by READ and Comic Centres. Teachers have a reasonable understanding of disability and its
implication for the education of children. They believe that inclusive education is beneficial for disabled
children, and that children enjoy the process of learning through innovative techniques. No particular
disability creates any major problem. Teachers are supported professionally by resource teachers within
the school (on a contract basis). They are able to solve day-to-day problems in working with children
with disabilities. This help is generally confined to curricular and instructional learning activities, and
assessment strategies. Teachers seek help from professionals both in the class and out of class.
The school ensures that such help is easily and quickly available. Teachers respect the rights of all
children. Although teachers have no formal training in teaching children with special needs, most have
the aptitude to manage children with diverse needs. They have developed their skills through short
workshops and on-the-job training. ( karachi)
Teachers interact with each other in the staff room, staff meetings and out-of-school activities. Currently,
there is no teacher trained in special education/inclusive education. In the past, however, some teachers
with a Master’s degree in special education have worked in the school. Most teachers have attended
workshops on behaviour modification applied to children with special needs offered by a special school
in the city. The school has a full-time psychologist. All teachers have a friendly attitude towards special
needs children, and work with children to solve their problems. (Collegiate School System, Lahore)
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