INCLUSIVE EDUCATION AND INCLUSIVE SCHOOL DEVELOPMENT: A KEY-AREA FOR SUSTAINABILITY AND TEACHER SKILLS

Vasiliki Ioannidi, Konstantinos D. Malafantis

Abstract


This article constitutes a literature review on inclusive education for inclusive school development. Inclusive education supports a holistic and sustainable approach to learning for all and combines all fields of knowledge and experience. The focus of this paper is to explore the theoretical interrelation between inclusive education and sustainable philosophy. Prevention education can be a key educational process for the sustainability of inclusive education. The review examines issues, as it is necessary to develop data that will contribute to a more comprehensive description of these modern educational trends and will help to develop appropriate school materials on inclusive education and learning for all. The Index for Inclusion (Booth et al., 2006) is a set of materials to guide schools through the inclusive process in the 21st century with emphasis on the social model of disability. Further, the review examines to shed light on the skills of teachers. The purpose of this study is to review recent theoretical approaches and new data that would promote teacher education for inclusion.

 

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Keywords


special and inclusive education, inclusive philosophy, inclusive development, learning for all, sustainability, skills, inclusion, social model of disability, prevention, exclusion

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References


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DOI: http://dx.doi.org/10.46827/ejsss.v8i1.1335

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