Inclusive education is a commitment to ensuring a high-quality, culturally and linguistically responsive and equitable education to support the well-being and achievement of every student. All students should feel that they belong in an inclusive school - accepted, safe, and valued - so they can best learn and succeed.
The Inclusive Policy in education reflects the importance of the well-being of all students and the impact it has on their achievements. The objective of Inclusive Policy is to ensure every student has access to an equitable and high-quality education that is culturally and linguistically responsive, accepting, and respectful in supporting and valuing their learning and diverse abilities that are supposed to be supported by policies, guidelines, and procedures to assist in its implementation. To meet this objective, the policy provides clear, consistent direction with respect to inclusive education and equitable practices in public schools.
To design and deliver more inclusive, equity-weighted, and SDG-oriented policies in Education, we need to have Inclusive Policy Markers that offers quality- and process-related safeguards to ensure that policies are inclusive in design and produce inclusive outcomes. We need to have the following markers of policies for the inclusive education.
1. Transversal and overarching while considering the following design objectives; allocation of adequate resources based on needs in the educational premises.
2. Public sector innovation while considering participation of students communities as well as adoption of new technologies and tools in design and delivery of inclusive education systems. 3. Equality of opportunities and outcomes while considering efficient use of opportunities, including long-term inclusive goals.
4. In-country coherence and coordination while considering Horizontal coordination as well as Vertical coordination among all the major drivers of systems.
5. Procedural improvements while considering Guaranteed and institutionalized avenues of the educational system. In support of the above policy markers in Inclusive Education, we may need to implement the following tools/technologies for its effectiveness;
1. Augmented Reality in Education - In today's world, technology has become a crucial part of our lives. It has changed how people think and apply knowledge. One of the newest developing technologies is augmented reality (AR), which can be applied to computers, tablets, and smartphones. AR affords the ability to overlay images, text, video, and audio components onto existing images or space. AR technology has gained a following in the educational market for its ability to bridge gaps and bring a more tangible approach to learning. AR educational programs are learner-centered and related to learner interests. It allows learners to explore the world in an interactive way. Constructivism also encourages learners to work collaboratively, and AR provides learners the opportunity to do this in a traditional school setting as well as in distance education. AR allows flexibility in use that is attractive to education. AR technology can be utilized through a variety of mediums including desktops, mobile devices, and smartphones. The technology is portable and adaptable to a variety of scenarios. AR can be used to enhance content and instruction within the traditional classroom, supplement instruction in the special education classroom, extend content into the world outside the classroom, and be combined with other technologies to enrich their individual applications. Because of the variety of tools that can be overlaid in an augmented environment, learners with physical disabilities can benefit from the potential learning aides that could be incorporated. Something as simple as overlaying audio for those with visual impairments or text for those with hearing disabilities can be effective tools when considering disability access. Head-mounted displays (HMD) can provide a hands-free device to project the overlay visuals to a learner and adjust the images based on the orientation of the learner while other devices enable learners to interact with the environment via voice recognition, gesture recognition, gaze tracking, and speech recognition. Bringing this technology to the classroom has the potential to allow for differentiated instruction and enrichment of the learning experience of learners with special needs. Using wearable AR technology with learners who had physical disabilities produced, interestingly comparable results with able-bodied users, in terms of wearability and pedagogy. AR has proved to be an engaging way for learners to participate in their learning. This new technology allows the learning to be learner-centered and create opportunities for collaboration that fosters a deeper understanding of the content. AR is on the way to becoming an important part of education, and its use will continue to grow.
2. Cloud & IoT in Education - The Internet has evolved from connecting people and later videos, photos, and text to more recently physical objects. Using sensors, physical objects can “talk” (transmit data) to each other and even command each other to perform a physical act. As things and people become more connected, such objects will also become part of social networks, much in the same way that people tag photos on Facebook. In this way, the value of such objects will increase for both research and learning. The Education System is mainly moving around the books, exams, marks and grades, where the creative learning lies far miles away. Teachers teach within the syllabus, students studies that part only, gives exams and it’s all over! But change occurs by creative thinking and deeper thinking. Cloud computing as an exciting development in educational Institute. Students and administrative personnel have the opportunity to quickly and economically access various application platforms and resources through the web pages on-demand. Students in science classes might use RFID to tag sample specimens in the wild so they can take notes without leaving the classroom. Textbooks could be scanned to receive instant additional resources and assignments.
Despite the fact the IoT is above all else about creativity, these common suggestions do not do it justice. The two worlds of IOT and Cloud have seen an independent evolution. However, plenty of common advantage is the result of their integration have been identified in literature, predict the future. On the one hand, the Internet of things can benefit from cloud almost unlimited capacity and resources to make up for the technical constraints. Specifically, cloud computing can provide an effective solution to realize management of Internet services and composition and use of thngs or data applications. Cloud computing can benefit from the Internet of things, on the other hand, by extending its scope to deal with things in the real world more distributed and dynamic way, and to provide new services on a large number of real life scenarios. The four pillars of IOT create a need for an education system that empowers a new generation of digital citizens who understand the technologies that underpin IOT, the societal impact of widespread adoption, and the right application of the information that is captured. Higher education programs must ensure that the next generation of engineers understands how to design and build technological systems that reflect our altered expectations of openness and participation. In the area of computer science, the challenge is in developing new forms of scalable education that accommodate large numbers of students around the world, attract potential students with various interests,and deliver an innovative curriculum that reflects the radical changes in computing technology.
Institut de diplomatie publique