Abstract
Inclusive education is an approach that promotes diversity and equal educational opportunity among all learners, regardless of any differences they may possess. It is the process of reform in education that embodies modification in structures, content, approaches, teaching methods and strategies in a bid to provide all learners with age-appropriate, participatory, and equitable leaning experiences in environments that best meets and responds to their diverse educational needs. While inclusive education is an extensive concept that encompasses all types of learners, for this chapter, the term will focus on learners with disabilities. This is because, despite the introduction and adoption of the inclusive education approach globally, several barriers still impede its implementation and practice, forming the substance of this chapter. This chapter, thus, delves into the benefits, barriers, and strategies of intervening on barriers to inclusive education.
TopIntroduction
Inclusive education systems provide equitable and a better quality education for all learners (regardless of whether or not they have disabilities) and is central in changing discriminatory practices and attitudes in school settings. The world over (in both developed and developing countries) children are school-excluded by reason of disability, poverty, race, religion, gender and language yet all children have the right to be educated in the least restrictive (LRE) environment that, essentially, is the gist and essence of inclusion. On the whole, children with disabilities are more affected. Accordingly, persons with disabilities are less likely to enrol in school, have lower school attendance levels and have lower transition rates to higher educational institutions as compared to their peers without disabilities due to numerous barriers within and outside the school environment (Cobley, 2018).
In the same vein, Schuelka & Johnstone (2012) indicate that inclusive education means that learners with disabilities and other special educational needs learn with their peers in a regular classroom for the most part of the school day. This is necessitated by the fact that learners thrive best in inclusive, least restrictive environments (to the maximum extent appropriate) as opposed to restrictive, special (educational) environments. At the core of inclusive education is diversity and the unique contributions each learner brings to the classroom. Moreover, education that segregates begets inequity, excludes and perpetuates discrimination against individuals who are already marginalized by reason of disability. Thus, equity and inclusion should be the overarching principles that guide educational planners and curriculum developers worldwide in their pursuit for equitable, quality education.
Undoubtedly, educating all learners together, regardless of their differences, has many benefits to all, these include: development of positive self-image, enhancement of friendship skills amongst learners, increased problem solving skills, and respect for others. Above all, learners learn to be more accepting of differences amongst them. In the same vein, Florian, et al (2017) contends that the significance of inclusive education is hinged in its positive outcomes for all learners-both with and without disabilities and other special educational needs. Similarly, the European Agency for Special Needs and Inclusive Education ({EASNIE}2018), reports, too, that inclusive education increases academic and social opportunities for both learners with and without disabilities while also increasing the likelihood that learners with disabilities will enrol in higher education and ultimately transition to gainful employment, eventually improving their life outcomes (Hehir, et al., 2016). That notwithstanding, inclusive schools provide a chance for all learners to develop values, attitudes and skills required to work and live alongside others in the society and ensures that all learners have access to quality education in an inclusive, less restrictive environment to the maximum extent appropriate. Accordingly, in an ideal inclusive setting, all children feel safe and have an increased sense of belonging. Furthermore, school staffs are trained, and are responsive to the needs of all learners.
Consequently, the main components of successful inclusionary practices in education include: inclusive policies that advance high academic outcomes for all learners, an accommodative and flexible curriculum, a supportive school administration and leadership, equitable distribution of learning resources and availability of teachers trained in inclusive pedagogy (Florian, et al 20170. Furthermore, in order to actualise inclusion, there is need for educators to have flexibility and resources to teach students with diverse needs and advancement of parental education and empowerment to enable them assert the right of their children to education in less restrictive inclusive settings (Shuelka, 2018). Moreover, the entire community should be enabled to collaborate and participate in the delivery and monitoring of education, ultimately making inclusive education a shared responsibility in the society.
Key Terms in this Chapter
Barriers: Obstacles or impediments that hinder inclusive education implementation and practice in school systems
Special Education: The practice of educating learners in a way that responds and accommodates their individual differences, special needs and/or disabilities. The practice involves the utilization of individual students learning plans coupled with adaptations and modification of learning material and environment to suit each learner’s needs. Often, the instructions are tailored to respond to each learner’s learning needs.
Special Schools: Separate schools designed to help meet the leaning needs of learners with disabilities.
Education for All: A global commitment by countries globally to ensure that every child and adult receives quality basic education. It emanates from the view that education is imperative to individual and societal well-being and development. The phenomenon received global focus and acknowledgement at the World Conference on Education for All in Jomtien, Thailand, in 1990
Learners With Disabilities: Students who attend school but have impairments that hinder their full participation and success in education, ultimately requiring modifications and adaptions to the curriculum and in the environment in order for their learning needs to be met.
Segregation: Purposeful educational separation of groups of learners from the majority because of differences. The children are then enrolled in isolated schools designed to respond to their differences or disability.
Disability: Refers to long-term intellectual, physical, or sensory impairments that may impede an individual’s full participation in society on an equal basis with others.
Inclusive Education: A process of addressing and responding to the diversity and heterogeneous needs of all learners by increasing their participation in learning and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision and a conviction that it is the responsibility of the state to educate all children.
Regular Education: The educational programming and experience of typically growing children whose curriculum is defined by the state.