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The material was developed by World of Inclusion with the support and sponsorship of the Qualification & Curriculum Development Agency. The views expressed here do not necessarily reflect the position of the QCDA.

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Every child, regardless of his or her ability, has the right to learn and play in an accommodating environment. Inclusion makes this possible for all the children and embraces diversity. Children with special abilities do not have to go to special schools since they can be incorporated with the others. They are considered as members of the particular society that they are in and they have a right to participate in all the activities. This means that the community, this includes the schools, care centers, their homes, neighborhoods and other institutions, should be ready to assist them to adjust. Contrary to some people’s opinions, these children with special needs do not have to be qualified or ready for the programs set in place to assist them, but the programs ought to be flexible enough to enable the children to participate. In a school environment, the other children learn to accept and understand all people as they assist the child with special needs. As they relate with the other children, the children with special needs learn how to form friendships and be independent.
2. Social equity, in its broadest sense, refers to fair and just treatment of all members of society (Darragh, 2010, p. 4). Based on the information presented on pages 4-10 of the course text, and using examples, explain the relationship between inclusion and social equity.

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The Gymnasium (grades 5-13 in most states) leads to a diploma called the Abitur and prepares students for university study or for a dual academic and vocational credential. The most common education tracks offered by the standard Gymnasium are classical language, modern language, and mathematics-natural science.

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The Realschule (grades 5-10 in most states) leads to part-time vocational schools and higher vocational schools. It is now possible for students with high academic achievement at the Realschule to switch to a Gymnasium on graduation.

That’s it for tips. Now you should read the Essays that Worked, and be inspired by their example!

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Richard in his presentation showed some film clips from UK and South Africa he had filmed and talked about the lessons from observing the development of inclusion around the world. See PowerPoint in and .

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For the 2017–2018 application year (to start in 2018), first-time applicants must respond to one essay question and one short answer question. Reapplicants are required to respond to the reapplicant essay question.

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Grundschule teachers recommend their students to a particular school based on such things as academic achievement, self confidence and ability to work independently. However, in most states, parents have the final say as to which school their child attends following the fourth grade. About one third go to each type of school. There are also special schools run by separately trained special educators. In 2008 there were 407,710 pupils in special schools or 4.8% of the school population – the highest number in Europe. Parent initiatives have led to inclusion in primary particularly in Bremen and Hamburg areas. There is less inclusion in secondary.