 The concept of integration supposes the

realization in school of the principle of

normalization, by virtue of which all students
have the right to attend the community
school (Biklen, 1985).
 Delegates from 92 governments and 25
international organizations.

 June 7-10, 1994

 Turning point in the history of "special

education" and that today is a mandatory
reference for the development of educational
policies with an inclusive orientation.
 The reinforcement of an interactive,
ecological-contextual vision regarding
individual differences and the educational
action that corresponds to them.
 An increasingly broad concept of “special
educational needs”.
 A clear message regarding integration /
inclusion as the goal and axis of the
educational policy to be followed in relation
to the education of these students, without
ignoring the role that special education
centers still play or can play.
 The unequivocal call to link the processes of
improving the education of students with
special needs with global educational reform
processes and, to a large extent, to
understand the latter as the necessary
(although not sufficient) condition to promote
quality education for all.
 The Salamanca Conference endorsed the
concept of “special educational needs” that
since the Warnock Report (DES, 1978) had
been spreading as an alternative to the use of
labels such as “deficient, handicapped or
retarded” students.
 The Statement begins with a commitment to
Education for All, recognising the necessity
and urgency of providing education for all
children, young people and adults 'within the
regular education system.'
 It says those children with special educational
needs 'must have access to regular schools'
and adds:
◦ Regular schools with this inclusive orientation are
the most effective means of combating
discriminatory attitudes, creating welcoming
communities, building an inclusive society and
achieving education for all; moreover, they provide
an effective education to the majority of children
and improve the efficiency and ultimately the cost-
effectiveness of the entire education system.
 give the 'highest policy and budgetary
priority' to improve education services so that
all children could be included, regardless of
differences or difficulties.
 'adopt as a matter of law or policy the
principle of inclusive education' and enroll all
children in ordinary schools unless there were
compelling reasons for doing otherwise.
 develop demonstration projects and encourage
exchanges with countries with inclusive schools.
 ensure that organisations of disabled people,
along with parents and community bodies, are
involved in planning decision-making.
 put greater effort into pre-school strategies as
well as vocational aspects of inclusive education.
 ensure that both initial and in-service teacher
training address the provision of inclusive
education.
 'inclusion and participation are
essential to human dignity and to
the enjoyment and exercise of
human rights.‘
 (Salamanca Statement, 1994)
 It means stimulating debate, encouraging positive
attitudes and improving social and educational
frameworks to meet the new demands on educational
structures and governance.
 It involves improving contributions, processes and
environments with a view to promoting learning at the
learner level in their learning environment and, at the
system level, to support the educational experience as
a whole.
 It depends on the willingness and ability of
governments to adopt pro-poor policies and address
equity issues in public spending on education,
promote cross-sectoral linkages, and make inclusive
education a constitutive element of learning across
lifetime.
 The World Declaration on Education for All,
approved in Jomtien (Thailand) in 1990,
establishes an overall vision: the
universalization of access to education for all
children, youth and adults, and the
promotion of equity.
 Inclusive education is a process of
strengthening the capacity of the education
system to reach all learners; therefore, it can
be understood as a key strategy to achieve
Education For All.
 Different definitions.

 Different points of view.

 Not all educationalists have embraced the

concept.

 Some are resistant.

 Inclusion is a process.

 Inclusion is concerned with the identification and

removal of barriers.

 Inclusion is about the presence, participation and

achievement of all students.

 Inclusion involves a particular emphasis on

groups of learners who may be at risk.

 (Ainscow, 2009)
 Developing inclusion involves reducing all
forms of exclusion.

 Minimizing all barriers .

 Learning and participation for all children.

 1. concepts

Inclusive
4. practice 2. policy

Education

3.
structures
and
systems
 1.1 Inclusion is seen as an overall principle that
guides all educational policies and practices.
 1.2 The curriculum and its associated
assessment systems are designed to take
account of all learners.
 1.3 All agencies that work with children,
including the health and social services,
understand and support the policy aspirations for
promoting inclusive education.
 1.4 Systems are in place to monitor the presence,
participation and achievement of all learners.
 2.1 The promotion of inclusive education is
strongly featured in important policy
documents.
 2.2 Senior staff provide clear leadership on
inclusive education.
 2.3 Leaders at all levels articulate consistent
policy aspirations for the development of
inclusive practices in schools.
 2.4 Leaders at all levels challenge non-
inclusive practices in schools
 3.1 There is high quality support for
vulnerable groups of learners.
 3.2 All services and institutions involved with
children work together in coordinating
inclusive policies and practices.
 3.3 Resources, both human and financial, are
distributed in ways that benefit vulnerable
groups of learners.
 3.4 There is a clear role for specialist
provision, such as special schools and units,
in promoting inclusive education.
 4.1 Schools have strategies for encouraging
the presence, participation and achievement
of all learners from their local communities.
 4.2 Schools provide support for learners who
are vulnerable to marginalisation, exclusion
and underachievement.
 4.3 Trainee teachers are prepared for dealing
with learner diversity.
 4.4 Teachers have opportunities to take part
in continuing professional development
regarding inclusive practices.
 The Index for inclusion: developing play,
learning and participation in early years and
childcare is a resource to support the
inclusive development of groups.
 Two different concepts.

 Read:
◦ Muntaner “De la integración a la inclusión: un
nuevo modelo educativo”
 individual assessment and planning
 specialized instruction
 intensive instruction
 goal-directed instruction
 research-based instructional practices
 collaborative partnerships
 student performance evaluation
 Salend (2011)
 A philosophy of acceptance and belonging within a
community
 a philosophy of student, family, educator and
community collaboration
 celebration of the diversity and value of all learners
 valuing educating learners in high-quality schools
 valuing educating learners alongside their age peers
 valuing educating learners in mainstream classrooms
 valuing educating learners in schools in their local
community.
 Read:
◦ pages 7-43

 Where have we come from?

 Where are we going?
 Where do we go from here?
 With this activity you will learn to compare and
contrast skillfully by finding significant
similarities and differences, determining patterns
in the similarities and differences, and by
reaching a conclusion based on the comparison
and contrast.

 Compare and Contrast the following concepts:

◦ Integration
◦ Inclusion
 Your activity MUST include:

1. Open compare and contrast chart.

(see next slide)

2. Writing extension essay.

 In your class you have been talking about the importance
of inclusion in our modern society and the changes it
needs and implies.
 Write an essay.

 Around the world, the idea of inclusion is getting stronger.

What changes does this bring to today’s society? Are these
changes good or bad? What’s the role of education in this
changes?

 Write about:
 1. Inclusion in education
 2. Educators role in this changes
 3. Impact of inclusion in our daily life.
 4. __________ (your own idea)
 It should answer the question given by addressing
the content points and providing a new content point
of the writer’s own. All these ideas must shown the
writers knowledge on the topic.

 The essay should be well organised, with

an introduction and an appropriate conclusion and
should be written in an appropriate register and tone.

 Your essay must synthesize the information you had

read and your informed opinion is required in the
conclusion.
1. I have answered the question.
2. The sentences and organisation are clear and
logical.
3. Arguments are followed by reasons and
examples.
4. All sides of the argument are given equal
treatment.
5. It is clear what I think by the end.
6. The style is consistent and neutral.
7. I have checked: length, grammar, spelling,
punctuation and linking expressions.
 Ainscow, (2009) “Developing Inclusive
Education Systems: how can we move policies
forward?”
 Booth, (2006) “The Index for inclusion:
developing play, learning and participation in
early years and childcare” Part 1 pages 1-14.
 Mason “Altogether better” pages 7-43.
 Muntaner “De la integración a la inclusión:
un nuevo modelo educativo”
 UNESCO (1994) Salamanca Satement
 http://www.csie.org.uk/inclusion/what.shtml