Abstract
Inclusive education instructs students in the same classroom environment where their distinct diversity and valuable contributions are always well received. Students feel comfortable, safe, and motivated to do their best in a truly inclusive environment. Inclusive education is an ever-evolving dynamic and continuous process. This chapter looks at the importance of listening and advocacy in inclusion. There is still a developing body of research and literature regarding how listening and advocacy can enhance inclusion. However, when this non-empirical research was done, there was no tangible evidence to affirm that there is a connection between listening, advocacy, and inclusion. Because of this lack of research and paucity of literature in this important area, there is an obvious gap, and this research seeks to fill it. It analyzed published literature on inclusion, listening, and advocacy. Published research indicated that there exists a dearth of information that identifies the correlation between listening, advocacy, and inclusion.
TopIntroduction
The United Nations General Assembly (1989) resolutely affirmed that children have a right to their opinions and thoughts and adults must be willing to appreciate and listen to them. This study emphasized how Brookes (2018) conjectured that all citizens need to listen properly to children so they can become advocates and lobby more for inclusion. Asamoah, Tam, and Cudjoe (2023). opined that inclusive environments should always foster a culture of equity and equality where there is respect for all. They also firmly believed that for inclusion to be truly meaningful, people must appreciate the dignity and worth of all. UNESCO (1994) opined that when inclusion is evident, children frequently benefit, and their overall educational skills are enhanced. They also affirmed that inclusion appreciates the unique contributions of students of all backgrounds. Very often the perspectives of children are unheeded and there is no advocacy among them. This discipline is also necessary since advocacy allows children to express their concerns. A review of the literature highlighted that there is a dearth of information on this topic. This non-empirical research consisted of a review of various research documents, journal articles, and books. A critical research method compared current publications associated with this topic. This research highlights the significance of listening and advocacy and demonstrates the connection with inclusion. The methodology is presented, limitations are acknowledged, future suggestions for research are noted and a conclusion and recommendations are provided. The principal objectives were to:
- 1.
Provide an understanding of inclusion.
- 2.
Evaluate the importance of listening.
- 3.
Highlight the significance of advocacy.
- 4.
Make recommendations for policymakers, non-governmental organizations, administrators, and all those involved in education.
- 5.
Add information to this book, Infrastructure Development Strategies for Empowerment and Inclusion.
The issues raised in this chapter have the following implications:
- 1.
Motivate people to develop a proper attitude towards inclusion.
- 2.
Accentuate the importance of listening and advocacy.
- 3.
Eliminate prejudice towards inclusive education.
- 4.
Encourage further research.
TopMethodology
This non-empirical research obtained apposite and germane information using various and current studies, methodical review, and meta-analysis. Mention ought to be made that secondary sources were also taken from the internet from September 2023 to January 2024. Some of these included EBSCO, APA PsycArticles, APA PsycInfo, MEDLINE, SCOPUS, and Web of Science. In addition, a structured and well-organized hand screening of selected journals was conducted. Some of them are the International Journal of Inclusive Education, European Journal of Special Needs Education, British Journal of Special Education, Exceptional Children, British Journal of Educational Psychology, International Journal of Disability, Development and Education, International Journal of Special Education, Teaching and Teacher Education, and Journal of Research on Special Needs Education. To properly maintain the focus and objective of this research and simultaneously find current and apposite literature, the following terms and words were used: learning, advocacy, inclusion, inclusive education, special education, equity, diversity, and equality. Thus, this non-empirical research involved a careful and thorough investigation of appropriate and apropos research techniques such as text criticism, critical examination of biographical studies, and narrative analysis.
Key Terms in this Chapter
Diversity: Embraces people from different social and ethnic backgrounds and of different genders and sexual orientations.
Advocacy: Generally challenges decisions within the social, political, intellectual, religious, and educational arena and makes petitions for others. It usually involves publications of articles media campaigns, and public speaking.
Equality: Ensures that individuals are afforded their rights and status and are given the same resources and opportunities, regardless of their circumstances.
Inclusive Education: Requires all students to study in the same classrooms. It does not only refer to those with disabilities.
Equity: Refers to fairness and justice and is distinguished from equality. Equality means providing the same to all, equity recognizes that because not everyone is on the same level and in the same place, adequate acknowledgment must be made to properly adjust the imbalances.
Listening: The ability to receive and interpret messages in the communication process.