Inclusive instruction is widely recognized as a fundamental human right for all individuals and it is established the widely approved assumption that equal education contributes to individual and friendly wellbeing. However, many juniors with special instructional needs continue to be orderly segregated into “special classrooms”, that circumvents their right to inclusive instruction. The objective of this study is to scrutinize the ways at which point inclusive education is had connection with human rights, to form recommendations and finally, draw ends with respect to the right of all-embracing education for disadvantaged groups of toddlers. To realize this aim, a explanatory study has been conducted in consideration of provide factual information from both the Greek and worldwide literature.
Author(s) Details:
Asimina Riga,
National
and Kapodistrian University of Athens, Greece.
Konstantinos
Malafantis,
National
and Kapodistrian University of Athens, Greece.
Please see the link here: https://stm.bookpi.org/RRAASS-V1/article/view/12383
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