Chapter 2: Concept of Inclusion

Inclusion in education/service refers to ―an ongoing process aimed at

offering quality education/services for all while respecting diversity and
the different needs and abilities, characteristics and learning
expectations of the students and communities and eliminating allforms
of discrimination‖ (UNESCO, 2008, P.3, as cited in EADSNE, 2010, p.11).
Inclusive services at any level are quality provisions without
discrimination or partiality and meeting the diverse needs of people.
Inclusion is seen as a process of addressing and responding to the
diversity of needs of all persons through increasing participation in
learning, employment, services, cultures and communities, and
reducing exclusion at all social contexts.
Cont…

It involves changes and modifications in content, approaches,

structures and strategies, with a common vision which covers all
people, a conviction that it is the responsibility of the social system to
educate all children (UNESCO 2005), employ and provide social services.
Besides, inclusion is defined as having a wide range of strategies,
activities and processes that seek to make a reality of the universal right
to quality, relevant and appropriate education and services.
It acknowledges that learning begins at birth and continues throughout
life, and includes learning in formal, informal and non-formal situations.
Cont…

It seeks to enable communities, systems and structures in all cultures

and contexts to combat discrimination, celebrate diversity, promote
participation and overcome barriers to learning and participation for all
people.
It is part of a wider strategy promoting inclusive development, with the
goal of creating a world where there is peace, tolerance, and
sustainable use of resources, social justice, and where the basic needs
and rights of all are met.
Cont…

1) Concepts about learners

Education is a fundamental human right for all people
Learning begins at birth and continues throughout life
All children have a right to education within their own community
Everyone can learn, and any child can experience difficulties in learning
All learners need their learning supported child-focused teaching benefits all children.
2) Concepts about the education system and schools
It is broader than formal schooling
it is flexible, responsive educational systems
It creates enabling and welcoming educational environments
It promotes school improvement – makes effective schools
It involves whole school approach and collaboration between partners.
Cont….

3) Concepts about diversity and discrimination

combating discrimination & exclusionary pressures at any social sectors
to embracing diversity as a resource not as a problem
It prepares learners for an inclusive society that respects and values
difference.
4) Concepts about processes to promote inclusion
It helps to identifying and overcoming barriers to participation and
exclusionary pressures
It increases real participation of all collaboration, partnership between all
stakeholders
It promotes participatory methodology, action research, collaborative
enquiry and other related activities
Cont…
5) Concepts about resources
Promotes unlocking and fully using local resources redistributing existing
resources
It helps to perceive people (children, parents, teachers, members of marginalized
groups, etc) as key resources
It helps to use appropriate resources and support within schools and at local
levels for the needs of different children, e.g. mother tongue tuition, Braille,
assistive devices.
Cont…

McLeskey and Waldron (2000) have identified inclusion practices includes:

Students with disabilities and vulnerability attend their neighborhood schools
Each student is in an age-appropriate general education classroom
Every student is accepted and regarded as a full and valued member of the class.
Special education supports are provided to each student with a disability within the
context of the general education classroom.
All students receive an education that addresses their individual needs
No student is excluded based on type or degree of disability.
All members of the school promote cooperative/collaborative teaching arrangements
There is school-based planning, problem-solving, and ownership of all students and
programs
Employed according to their capacities without discriminations
Cont…

On the other hand, inclusion does not mean:

Placing students with disabilities into classrooms without careful
planning and adequate support.
Reducing services or funding for special education services.
Placing all students who have disabilities in one classrooms.
Teachers spending a disproportionate amount of time teaching or
adapting the curriculum for students with disabilities.
CONT…

Isolating students with disabilities socially, physically, or academically

within the general education school or classroom.
Endangering the achievement of general education students through
slower instruction or a less challenging curriculum.
Relegating special education teachers to the role of assistants in the
general education classroom.
Requiring general and special education teachers to team together
without careful planning and well-defined responsibilities
The fundamental principle of inclusion is that all persons should learn, work
and live together wherever possible, regardless of any difficulties or
differences.
Inclusive education extends to the consideration of other sources of
disadvantage and marginalization.
all persons have unique characteristics, interests, abilities and particular
learning needs
all persons have equal access education, employment and services.
Inclusion implies transition from separate, segregated learning and working
environments for persons with disabilities to community based systems.
Cont…

UNESCO (2005) has provided four major inclusion principles

1. Inclusion is a process. It has to be seen as a never-ending.
2. Inclusion is concerned with identification & removal of barriers and
involves collecting, collating and evaluating information for
improvements in policy and practice.
3. Inclusion is about the presence, participation and achievement of all
persons.
4. Inclusion invokes emphasis on those who may be at risk of
marginalization, exclusion or underachievement.
2. Rationale for Inclusion

Inclusion has number of rationales.

Educational Foundations
Children do better academically, psychologically and socially in
inclusive settings.
A more efficient use of education resources.
Decreases dropouts and repetitions
Teachers competency( knowledge, skills, collaboration, satisfaction
CONT…

Social Foundation
Segregation teaches individuals to be fearful, ignorant and breeds
prejudice.
All individuals need an education that will help them develop relationships
and prepare them for life in the wider community.
Only inclusion has the potential to reduce fear and to build friendship,
respect and understanding.
Legal Foundations
All individuals have the right to learn and live together.
Human being shouldn‘t be devalued or discriminated against by being
excluded or sent away because of their disability.
There are no legitimate reasons to separate children for their education
CONT…

Economic Foundation
Inclusive education has economic benefit, both for individual & for society.
Inclusive education is more cost-effective .
Children with disabilities go to local schools
Reduce wastage of repetition and dropout
Children with disabilities live with their family use community
infrastructure
Better employment and job creation opportunities for people with
disabilities
CONT…

Foundations for Building Inclusive Society

Formation of mutual understanding and appreciation of diversity
Building up empathy, tolerance and cooperation
Promotion of sustainable development
CONT…
2.3. Factors that Influenced Development of Inclusion
Inclusive education is facilitated by many influencing actors. Some of the major drivers
include:
1. Communities:
2. Activists and advocates:.
3. The quality education and school improvement movement
4. Special educational needs movement:
5. Involvement of International agencies: E.g. UN, UNESCO, etc…towards EFA goals
6. Involvement of NGOs movements, networks and campaigns:
7. Other factors such as the spread of HIV/AIDS, political instability, trends in resource
distribution, diversity of population, and social inclusion.

N.B. Those factors necessitates implementation of inclusion to solve the problems.

1. Benefits for Students with Special Needs Education
Appropriate models of behavior.
Improved friendships with the social environment
Increased social initiations, interactions, relationships and networks
Gain peer role models for academic, social and behavior skills
Increased achievement of individualized educational program (IEP) goals
Greater access to general curriculum
Enhanced skill acquisition and generalization in their learning
Cont…

improved academic achievement which leads to quality education

service s
Attending inclusive schools increases the probability that students
with SEN will continue to participate in a variety of integrated settings
throughout their lives.
Improved school staff collaboration to meet these students‘ needs
and ability differences
Increased parental participation to meet these students‘ needs and
ability differences
Enhanced families integration into the community
2. benefits for persons without special needs education

Have smooth relationship with their peers in inclusive school settings.

serve as peer tutors during instructional activities
Gain knowledge of a good deal about tolerance, individual difference, and human
exceptionality.
Learn that students with SEN have many positive characteristics and abilities.
Have chance to learn about many of the human service profession such as special
education, speech therapy, physical therapy, recreation therapy, and vocational
rehabilitation.
Cont…

Have increased appreciation, acceptance and respect of individual

differences.
Get greater opportunities to master activities by practicing and
teaching others
Have increased academic outcomes
have opportunity to learn to communicate, and deal effectively with a
wide range of individuals that make them build an inclusive society
Cont…

3. Benefits for Teachers and Parents/Family

Inclusive education has benefit to teachers. The benefit includes:
developing their knowledge and skills that meet diverse students‘ needs
and ability differences to enhancing their skills to work with their
stakeholders; and gaining satisfaction in their profession and other
aspects.
Similarly, parents/family benefit from inclusive education. For example,
parents benefit from implementation of inclusive education in
developing their positive attitude towards their children‘s education,
positive feeling toward their participation, and appreciation to
differences among humankinds and so on. For detailed information, see
the table below. when they participate in inclusive education of their
children
2.5. Benefits for Society

Inclusion helps to improve employment opportunities, recreation, health and

living conditions.
It is the way to ensure quality education for all
Helps break down barriers and prejudice that prevail in the society towards
persons with disability.
Communities become more accepting of difference, and everyone benefits from a
friendlier, open environment that values and appreciates differences in human
beings.
Meaningful participation in the economic, social, political and cultural life of
communities is cost effective.
Cont…

Ultimate Goal of Inclusion Brainstorming questions

The goal of inclusive education is to create schools where everyone
belongs. Students educated together have a greater understanding of
difference and diversity.
Inclusive society is a necessary precondition for inclusive growth to
includes people with disability, caste, race, gender, family or community,
a society.
Inclusive growth which is equitable that offers equality of opportunity
to all as well as protection in market and employment transitions results
from inclusive society.
Cont…

5. Features of Inclusive Environment

It has the following major characteristics:
ensures respect & dignity of individuals with disabilities
it meets current accessibility standards to the greatest extent possible
to all people with special needs
provides accommodations willingly and proactively
2.6. Inclusive Environments

successful environment has the following characteristics:

promote inclusiveness and quality provisions and practice that are responsive to
the individual needs.
ensuring quality provisions for all through appropriate accommodations,
organizational arrangements, resource use and partnerships with their community.
It is committed to serve all individuals together regardless of differences.
Cont…

It is also deeply committed to the belief that all persons can learn, work
and be productive.
It involves restructuring environment, culture, policy, and practice.
It promoting pro-social activities
Cont…
provides services and facilities equally accessible to all.
involves mobilizing resources within the community
It is alert to and uses a range of multi-skilled personnel to assist people in their
learning and working environment.
It strives to create strong links with, clinicians, caregivers, and staff in local
schools, work place, disability services providers and relevant support agencies
within the wider community.
It develops social relationships as an equal member of the class.
Cont…
Tips Creating and Maintaining Inclusive Classroom
•Respect
•Eliminate stigmas
•Acknowledge learning differences positively
•Emphasize commonalities
Cont…

Embrace diversity
•Teach tolerance
•Promote acceptance
•Celebrate community: Encourage students to share stories, and
experiences to build a rich, cohesive, and unified classroom community.
Barriers to Inclusion
Barriers includes:
Problems related with societal values and beliefs
Economic factors- this is mainly related with poverty of family, community and
society at large
Lack of taking measures to ensure conformity of implementation of inclusion
practice with policies
Lack of stakeholders taking responsibility in their cooperation as well as
collaboration for inclusion
Conservative traditions among the community members about inclusion
Lack of knowledge and skills among teachers regarding inclusive education
Cont…
Rigid curricula, teaching method and examination systems.
Fragile democratic institutions that could not promote inclusion
Inadequate resources and inaccessibility of social and physical environments
Large class sizes that make teachers and stakeholders meet students‘ diverse
needs
Globalization and free market policy which is contradictory for cooperation,
collaboration and group excellence.
Using inclusive models that may be imported from other countries.