Relationship To Progressive Education
Some advocates of inclusion promote the adoption of progressive education practices. In the progressive education or inclusive classroom, everyone is exposed to a "rich set of activities," and each student does what he or she can do, or what he or she wishes to do and learns whatever comes from that experience. Maria Montessori's schools sometimes named as an example of inclusive education.
Inclusion requires some changes in how teachers teach, as well as changes in how students with and without special needs interact with and relate to one another. Inclusive education practices frequently rely on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization.
Read more about this topic: Inclusion (education)
Famous quotes containing the words progressive education, relationship to, relationship, progressive and/or education:
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)
“Whatever may be our just grievances in the southern states, it is fitting that we acknowledge that, considering their poverty and past relationship to the Negro race, they have done remarkably well for the cause of education among us. That the whole South should commit itself to the principle that the colored people have a right to be educated is an immense acquisition to the cause of popular education.”
—Fannie Barrier Williams (1855–1944)
“Our mother gives us our earliest lessons in love—and its partner, hate. Our father—our “second other”Melaborates on them. Offering us an alternative to the mother-baby relationship . . . presenting a masculine model which can supplement and contrast with the feminine. And providing us with further and perhaps quite different meanings of lovable and loving and being loved.”
—Judith Viorst (20th century)
“To grant woman an equality with man in the affairs of life is contrary to every tradition, every precedent, every inheritance, every instinct and every teaching. The acceptance of this idea is possible only to those of especially progressive tendencies and a strong sense of justice, and it is yet too soon to expect these from the majority.”
—Susan B. Anthony (1820–1906)
“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one’s parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as “self- control, combined with dutiful affection to parents, and kindliness to kindred.””
—C. John Sommerville (20th century)