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Cultivating Well-Being through Inclusive Education

Did you know that you can cultivate your well-being while developing the well-being of a person with special needs? I believe, that helping develop the well-being of those with special needs could help cultivate one’s own personal well-being. We must not wait until something happens to us before we become aware, understand or be concerned about what we can do to help. Today we talk about well-being, how we can cultivate it, and how it is related to inclusive education. How can inclusive education help promote well-being of learners with special education needs (LSEN), and others in marginalized groups? What are the benefits for them, for regular students and staff? In other words, how is well-being cultivated for all in this situation? Inclusive education is about finding the walls that impede their access to quality education, and reducing those walls in order for them to exercise their right to education and combat discriminatory attitudes and social hindrances (UNESCO, 2009).
Schools have a significant role in providing and ensuring social, emotional and physical well-being for students. Inclusive education gives opportunities for children with all kinds of abilities learn, play and grow up together. To achieve lifelong personal well-being, we need to develop responsible actions based on healthy attitudes and behaviors. The inclusive education environment could provide this opportunity. Being kind indiscriminately even to people who are different is actually good for cultivating our own well-being.

>>Read the full article (PDF)

This paper was originally delivered as a keynote lecture at the Third International Conference of Child Research Network Asia (CRNA), held in September, 2019 in Jakarta, Indonesia.


Thelma_Mingoa.jpg Thelma Mingoa
Assistant professor, Department of Educational Leadership and Management, De La Salle University
She received her Bachelor degree in Science from the College of Arts and Sciences, Univ. of the Philippines in 1981, earned her Master of Arts in Education in Biology from the College of Education, Univ. of the Philippines in 1996, and her Ph.D. in Special Education from the College of Education, Univ. of the Philippines in 2006. Her research interest includes Special Education, Gifted Education, and Early Childhood Education. She is currently a member of the Biology Teachers Association of the Philippines (BIOTA), Philippine Association for Advancement of Science (PhilAAS), Philippine Association for the Gifted (PAG), The Honor Society of Phi Kappa Phi, and the Pacific Early Childhood Education Research Association.
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