Inclusive Education

Introduction
 Course Objectives
 This is a core course that focuses on the principles of
inclusion and their application in educational settings.
 It examines current policies and the theoretical
foundations with the aim of developing students’
awareness, knowledge and skills of inclusive education.
 This course will focus on planning an inclusive
curriculum, assessment and reporting requirements,
program support groups and developing individual
learning plans.
 Course Reference
 Friend, Marilyn & Bursick, William D.
Including Students with Special
Needs. Person, 2011.
 Wade, Suzanne, E. Inclusive
Education: A Casebook and Readings
for Prospective and Practicing
Teachers. Routledge, 2000
 Course Learning Outcomes
By the end of this course, students will be able to:
Identify three principles of democratic education and their relationship to
marginalized students.
Define ableism and ability privilege.
Identify examples of 3 disability stereotypes.
Discuss the ways in which the ideology of normalcy structures education.
Discuss the disability rights movement, its relationship to other civil rights
movements, and the impact of rights movements on teaching and learning.
Identify the social justice principles associated with inclusive education and
the role of the teacher in teaching for social justice..
 Course Contents
 Introduction and Overview
 The Foundation for Educating Students with Special Needs
 Case 1: One Parent’s Struggle for Inclusion
 Special Education Procedures and Services
 Case 2: The Dialogue That Might Be Silencing
 Building Partnerships Through Collaboration
 Case 3: Teachers’ Attitudes Toward ESL Students and Programs
 Assessing Student Needs
 Case 4: Overcoming Cultural Misunderstandings
 Planning Instruction by Analyzing Classroom and Student Needs
 Case 8: When She’s Ready, She’ll Catch Up
 Strategies for Independent Learning
 Course Assessment
 Midterm Exam 30%
 Assignment 20%
 Final Exam 50%

Probable Question Types:

 Multiple Choice
 Short and long answer questions

Contribution:
 Students are advised to read the course materials before coming to a class
Inclusive Education
Overview
 Contents
 Inclusion
 Inclusive Education
 Inclusive Education: Justifications
 Key Provisions for IE
 Principles of Inclusive Education
 Benefits of Inclusive Education
 Barriers in Inclusive Education
 Strategies to Improve in Inclusive
Education
 Teacher Responsibilities
 Parental Involvement
 Target Questions
 What is inclusion?
 What is Inclusive Education?
 What are the Justifications for Inclusive Education?
What are some Key Provisions for IE?
 What are the Principles of Inclusive Education?
 What are the Benefits of Inclusive Education?
 What are the strategies to improve in Inclusive
Education?
 What are the Responsibilities of Teachers?
 What does Parental Involvement entail?
What is Inclusion?
 What is Inclusive Education?
 “Inclusion is the provision of services to students with
disabilities, including those with severe impairments, in the
neighbourhood school in age-appropriate general education
classes, with the necessary support services and supplementary
aids (for the child and the teacher) both to ensure the child's
success academic, behavioural and social and to prepare the
child to participate as a full and contributing member of society”
US National Centre on Educational Restructuring and Inclusion
 “Inclusive education describes the process by which a school
attempts to respond to all pupils as individuals by reconsidering
and restricting its curricular organisation and provision and
allocating resources to enhance equality of opportunity.
 Through this process the school builds its capacity to accept all
pupils from the local community who wish to attend and, in
doing so, reduces the need to exclude pupils.”
Sebba and Sachdev, 1997
 What is Inclusive Education?
 “Inclusive education is concerned with the quest for equity,
social justice, participation and the realisation of citizenship. It
is about the removal of barriers of discrimination and
oppression and it is about the wellbeing of all learners,
including disabled individuals.
 It is based on a positive view of difference in which pupil
diversity is viewed as a resource. Priority is given to the pursuit
of change, with a strong emphasis on the importance of
learning to live with one another and recognise our common
humanity.”
 “Inclusive education is not about containment, assimilation or
accommodation. It is not about placing particular pupils in
changed, under-resourced and unplanned circumstances.”
(Barton, 2003: 427)
 “Inclusion: an approach going beyond the idea that all children
should be educated in the same place, stressing equity and
including everyone, if possible, in the curriculum. Major ideas
are participation, development of full potential and involvement
in the wider community.”
(Sage, 2004: 11)
 Types of Disabilities
Types of disabilities may include:
Hearing loss
Low vision or blindness
Learning disabilities, such as Attention-Deficit Hyperactivity
Disorder, dyslexia, or dyscalculia
Mobility disabilities
Chronic health disorders, such as epilepsy, Crohn’s disease,
arthritis, cancer, diabetes, migraine headaches, or multiple
sclerosis
Psychological or psychiatric disabilities, such as mood,
anxiety and depressive disorders, or Post-Traumatic Stress
Disorder (PTSD)
Asperger’s disorder and other Autism spectrum disorders
Traumatic Brain Injury
Down Syndrome and Tourette Syndrome
 Other Reasons for Exclusion
 Gifted children,
 Street and working children
 Children from remote or nomadic population,
 Children from linguistic, ethnic or cultural
minorities
 Children from other disadvantaged or
marginalized areas of groups.
 Inclusive Education: Justifications
Educational Point of View
Irrespective of talent, disability, socio-economic
status, culturally origin in supportive mainstream
schools and classrooms.
Needs of all students are met –preparing them for
life.
Teachers improve their professional skills.
Society takes conscious decisions to operate
according to social values.
 Inclusive Education: Justifications
Sociological Point of View
Our society needs the schools-values like wider
social acceptance, peace and cooperation are
prevalent.
Segregated education teaches children to be
fearful, ignorant and generate prejudices. Only
inclusive education can reduce these aspects and
build friendship, respect and understanding.

(Center for Studies on Inclusive Education Report, 2002)

 Inclusive Education: Justifications
Democratic Point of View
In a democratic country the value of equality is
most important.
So, to bring disable children in the mainstreaming
education, the fair, ethical and equitable measures
need to be taken to avoid discrimination.
 Key Provisions for Inclusive Education
 The Salamanca Statement, drawn up by a UNESCO
world conference in 1994, outlined the expectation that:
 “All governments should adopt, as a matter of law or
policy the principle of inclusive education, enrolling all
children in regular schools, unless there are compelling
reasons for doing otherwise.”
(UNESCO, 1994)
 School should accommodate all children regardless of
their physical, intellectual, social, linguistic or other
conditions.
 Key Provisions for Inclusive Education
Education for All
The Education for All (EFA) movement is a global
commitment to provide quality basic education for all
children, youth and adults.
At the World Education Forum (Dakar, 2000), 164
governments pledged to achieve EFA and identified six goals
to be met by 2015.
Governments, development agencies, civil society and the
private sector are working together to reach the EFA goals.
 Goal 1: Expand early childhood care and education
 Goal 2: Provide free and compulsory primary education for all
 Goal 3: Promote learning and life skills for young people and
adults
 Goal 4: Increase adult literacy by 50 percent
 Goal 5: Achieve gender parity by 2005, gender equality by
2015
 Goal 6: Improve the quality of education
 Principles of Inclusive Education
 No discrimination with students
 Equal educational opportunity to all
 School adapt to the need of student
 Equal educational benefits for all students
 The student’s views are listened to and taken
seriously
 Individual differences between students are a
source of richness and diversity, and not a
problem
 Benefits of Inclusive Education
Benefits of Inclusion for Students With Disabilities
Friendships
Increased social initiations, relationships and networks
Peer role models for academic, social and behavior skills
Increased achievement of IEP goals
Greater access to general curriculum
Enhanced skill acquisition and generalization
Increased inclusion in future environments
Greater opportunities for interactions
Higher expectations
Increased school staff collaboration
Increased parent participation
Families are more integrated into community
 Benefits of Inclusive Education
Benefits of Inclusion for Students Without Disabilities
Meaningful friendships
Increased appreciation and acceptance of individual
differences
Increased understanding and acceptance of diversity
Respect for all people
Prepares all students for adult life in an inclusive society
Opportunities to master activities by practicing and teaching
others
Greater academic outcomes
All students needs are better met, greater resources for
everyone
Problems Faced by Students
 Inferiority complex
 Lack of understanding
 Adjustment problem
 Isolated and segregated
 Lag behind
 Feeling of Extra burden
 Insecurity
 Lack of expression
 Introvert nature
 Negative approach
 Shyness
 Barriers in Inclusive Education
 Negative approach
 Lack of physical facilities
 Lack of funds
 Lack of trained teachers
 Social discrimination
 Emotional problems
 Educational problems
Barriers in Inclusive Education
 Strategies to Improve in Inclusive Education
 Mainstreaming
 Encourage students
 Improve textbooks
 Special training to teachers
 Special care of special children
 Improve methods of teaching
 Provision of required resources
 Teacher Roles and Responsibilities
 Listen and learn about the individual need of the child

 Develop rapport with the family

 Provide information about curriculum and instruction

 Provide input into how a child could be supported in your

classroom

 Provide input into Individualised Education Program (IEP)

discussion about appropriate services and placement

considerations
 Parent Involvement
 Crucial to IEP process that Parents are informed

participants and have an active role in the IEP

 Free Appropriate Public Education (FAPE) is based on

informed consent and parent involvement

 Important to ask parent questions about their concerns

and goals for their child

 Links to Videos
 https://www.youtube.com/watch?v=rfWhQUz2J70
 https://www.youtube.com/watch?v=Tzl8eSK7aIA
 https://www.youtube.com/watch?v=x8TnKi_YblQ