The goal is to eliminate all barriers for paralegals in order to achieve learning to ameliorate their knowledge and skills. Inclusion promotes quality and equity education for all, without any type of barrier or exclusion, including those who may be potentially marginalized due to disability, gender, emotional/ behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others.
This is a big challenge for all but, it is an opportunity to advance the learning system as a change factor that promotes dialogue and participation, making possible well-being through an education of quality for all without exception, for the commitment of the community.
The knowledge, skills and attitudes for all inclusion Trainer must emphasize that the purpose of all Trainer interventions is the paralegals’ learning and to enhance their skills. They also need to have high expectations for all (inclusive vision), develop inclusive projects including diverse training strategies and support systems (inclusive practices) and participate in a collective work (inclusive language).
There are following three identified important educational aspects that every Teacher/Trainer needs to be inclusive:
(1) Equality: Promoting the same opportunities for all.
(2) Quality: Offering functional and meaningful learning.
(3) Equity: Responding to special educational needs.
Trainers are the key to success in inclusion for paralegals. Here, seven essential components suggested for Teacher/Trainer’s Preparation Programmes can be used to train people/paralegals regarding basic education to understand and use complex laws are delineated underneath:
(i) Include subjects with high social and community content.
(ii) The Inclusive Teacher/Trainer recognizes individual differences and implements learning strategies for all.
(iii) The collaborative work among educators.
(iv) The interpretative and critical paradigms.
(v) Contextual Preparation.
(vi) Cross Categorical/Multi-tiered formation.