Inclusion should be included in the daily lives of children and adults
Teacher Marija Bastić from Janko Veselinović Elementary School visited with her students Boško Buha Elementary School, which deals with the education and upbringing of children with disabilities.
They presented her author's play, "Everyone is Afraid of Something," performed by fifth-grade and first-grade students.
Two teachers, Marija Bastić and Tamara Logar, showed another example of good practice, cooperation with the local community and inclusive cooperation.
One of the most important principles of inclusive cooperation is that all children are respected regardless of differences, and this is exactly what the play "Everyone is Afraid of Something" is about.
Inclusion should not only be about education, but should be included in the daily lives of children and adults. The mutual teachers’ support is of great importance, so the collaboration of two teachers from two different schools is a great example of peer support. When education is truly inclusive, it can actually benefit all students, not just children with disabilities. Providing support and evaluating children in the right way enables them to develop talents and achieve goals.
A society where every individual is thought of is a society that cherishes true values. Children with disabilities face multiple forms of exclusion from society, which is why school should be the foundation for spreading acceptance and tolerance. The school should be a nursery garden of different opinions where new ideas will be born.
The idea of cooperation between the two schools, different and yet similar, is to develop awareness of diversity and acceptance among children.
Inclusive education implies modifying the system to make it appropriate for the student rather than changing the student to fit the system. Therefore, involving children from two different schools in the same activities adapts the system to the student. Learning begins from birth and continues throughout life. Inclusive education includes learning in the family, in the community, as well as in formal and informal situations. It also includes a wide range of community initiatives such as school.
The collaboration of two teachers, two schools, is a dynamic process that develops in harmony with the local culture and environment. They have made an effort to start recognizing diversity within the school structure itself by promoting participation in joint activities and therefore peer learning. It should be emphasized that in such cooperation not only children, but also adults learn from each other, and learn from their students too. When adults are aware of the capabilities of all children, there is a greater possibility of creating a pyramid of success that builds and empowers over time. In this way, diversity is embraced at school, transmitted to the wider community and is considered a value
It should be emphasized that in such cooperation not only children, but also adults learn from each other, and learn from their students too. When adults are aware of the capabilities of all children, there is a greater possibility of creating a pyramid of success that builds and empowers over time. In this way, diversity is embraced at school, transmitted to the wider community and is considered a value. Children with disabilities are not the only group excluded. Often, peer groups are created and excluded due to economic or ethnic origin, or with the combination of both elements. If an effort is made to cultivate a sense of tolerance and respect in children, such problems will not occur. It is important for children to develop a sense of empathy. It is precisely engaging in joint activities such as plays, choirs, workshops that directs the children to each other.
The shift from negative to positive attitude often happens when teachers realize that children can easily collaborate and learn from each other. That’s when a strong sense of moral responsibility is created.
