IPE

Inclusive School Processes
Inclusive Primary Education can only be realized when schools take the
inclusive perspectives seriously. The following dimensions describe the
application of inclusiveness in school processes.
Inclusive Learners. The school is aware of the diversity of children in view of
physical, emotional, social, cognitive, communication, ecological, and spiritual
dimensions. On the other hand, the young learners are aware of their
differences and they respect diversity.
Inclusive Curriculum. The curriculum is designed to address diverse needs and
characteristics of children. The curriculum embraces diversity in all aspects.
Inclusive Pedagogy. Teachers explores diverse teaching and learning
methodology to address the diverse needs and characteristics of learners.
Inclusive Assessment. Teachers and learners view assessment not as
punishment but as a continuation of learning process. The planning,
implementation, and evaluation of assessment mirror the awareness of the
diverse learning needs of children.
Inclusive Classroom Management. The classroom should be able to provide an
opportunity for inclusive growth. The classroom design, materials, and
activities should be able to promote physical, emotional, social, cognitive,
communication, ecological, and spiritual growth for diverse learners.
Inclusive Community. The school should provide an environment and services
that cater to the diverse needs of children. The school should make the families
and community to be aware of the dynamics of children's diversity and the
support they can provide to empower diverse children.
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