PROMOTING A CONTEXT
FOR INCLUSION: PRINCIPALS, TEACHERS AND PARENTS
Bernie Stein, PhD, Ministry
of Education,
ABSTRACT
Implementing the assumption that inclusion is
beneficial for the educational system requires that several conditions be
met: (1) For children with special
needs to develop in accordance with their abilities, the school must undergo
basic systemic transformations. (2) Inclusion programs
require support from local and national agencies for professional support
systems tending to the unique needs of “special” children (psychologists,
social workers, medical personnel, occupational therapists, etc.). (3) Mental health services in
the area must work in mutual cooperation and must coordinate their work with
the children and their families. (4) Legislation relating to
special needs, special education, health insurance, etc. must be in place. (5) The school staff must be
involved in ongoing group work dealing with emotional elements relating to
their work: burnout, mutual emotional support, relationships with mental
health teams, developing personal awareness and sharpening understanding of
their own projections and defense mechanisms, as a vital tool for
practitioners in the helping professions. The presentation will deal with the basic assumptions underlying beliefs on inclusion, bringing examples of successful and unsuccessful experiences. |
[Home Page] [About us]
[Members] [Training program] [Links]
[Psychotherapy school] [For The
Public] [Society's Journal] [Contact us]