"INCLUSIVE EDUCATION IS THE FOUNDATION OF EQUITY AND COLLABORATION"

Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.

Inclusion in education is an approach to educating students with special educational needs. ... Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities.

Inclusive education means different and diverse students learning side by side in the same classroom. They enjoy field trips and after-school activities together. They participate in student government together. ... Inclusive education values diversity and the unique contributions each student brings to the classroom.

What is inclusive education?

Inclusive education means different and diverse students learning side by side in the same classroom. They enjoy field trips and after-school activities together. They participate in student government together. And they attend the same sports meets and plays.

Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them. And school staff have the training, support, flexibility, and resources to nurture, encourage, and respond to the needs of all students. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.

Neighbourhood schools are the heart of our communities, and Inclusion BC believes they are essential for a quality inclusive education system. Therefore we believe it is important to support a public education system in B.C.

Benefits of Inclusive Education

All children benefit from inclusive education. It allows them to:

• Develop individual strengths and gifts, with high and appropriate expectations for each child.
• Work on individual goals while participating in the life of the classroom with other students their own age.
• Involve their parents in their education and in the activities of their local schools.
• Foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.
• Develop friendships with a wide variety of other children, each with their own individual needs and abilities.
• Positively affect both their school and community to appreciate diversity and inclusion on a broader level.

Why is inclusive education important?

Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together.

Education that excludes and segregates perpetuates discrimination against traditionally marginalized groups. When education is more inclusive, so are concepts of civic participation, employment, and community life.

Isn’t it better to separate children who need specialized attention?

Separate, special education provides no guarantee of success for children who need special attention; inclusive schools that provide supportive, context-appropriate conditions for learning demonstrate far better outcomes. Extracurricular activities, peer support, or more specialized interventions involve the entire school community working as a team.

What are the basic elements of inclusive education?

• Use of teaching assistants or specialists: These staff have the potential to be inclusive or divisive. For instance, a specialist who helps teachers address the needs of all students is working inclusively. A specialist who pulls students out of class to work with them individually on a regular basis is not.
• Inclusive curriculum: An inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. It avoids binary narratives of good and bad, and allows adapting the curriculum to the learning styles of children with special education needs.
• Parental involvement: Most schools strive for some level of parental involvement, but it is often limited to emails home and occasional parent–teacher conferences. In a diverse school system, inclusion means thinking about multiple ways to reach out to parents on their own terms.

How can we advance inclusive education?

To make inclusive education a reality we need to do the following:

• ensure that educators have the training, flexibility, and resources to teach students with diverse needs and learning styles
• ensure that kindergartens and schools receive adequate and sustainable financial support so that all activities and services are fully inclusive
• empower parents to assert their children’s right to education in inclusive settings
• enable the entire community—including mainstream and special educators, social workers, parents, and students—to work together and participate in the design, delivery, and monitoring of education, thereby reframing inclusive education as a shared responsibility
• hold governments accountable for implementing antidiscrimination legislation, legal mandates for inclusion, and policies to remove barriers

Is inclusive education expensive?

Making education inclusive is not a cost-cutting measure. Governments must be prepared to invest substantial resources at the outset on system reforms such as teacher and staff training; improving infrastructure, learning materials, and equipment; and revising curricula to implement inclusive education successfully. However, by eliminating redundancy and the high costs of running parallel systems, such investments are an efficient and effective use of funds, and hold the potential to improve education for all students.

Funding mechanisms must be reformed so that schools that enroll students with special needs receive the necessary additional financial resources. When students move from special schools to mainstream schools, the funding should also follow.

How do Open Society Foundations support inclusive education?

We promote changes to policy and practice in a variety of ways, including the following:

• advocate for the recognition of children’s legal rights, such as supporting organizations of parents with children with special educational needs and disabilities in Armenia
• fund empirical research, including support for an organization of young people with disabilities in Uganda that is documenting barriers to education
• support sustainable services like networking and learning opportunities for schools and NGOs, such as teacher associations and parent groups
• strengthen civil society groups that give young people, parents, and educators a voice, including parent-led organizations advocating for the rights and inclusion of children with disabilities in Tajikistan
• engage with civil society and other actors in policy development by, for instance, providing technical support to the development of key inclusive education–related laws, policies, and strategies at the national level
• support governments and system services to pilot models of successful inclusive education provision that could be scaled up and replicated

Developing an Inclusive Education System

Particular attention needs to be given to developing a more inclusive education system that provides quality and equitable opportunities to indigenous and hinterland children and children with disabilities. Gender equality and equity also need to be integrated as a goal within a truly inclusive system.

The Ministry of Education understands the need for an education system that is flexible and accommodates diversity. This means that the MOE has to create the opportunity for all students to be in regular classes where the education programme caters for their individual needs and where they are accepted and supported.

The development of an inclusive education system also means that the MOE has to make the system flexible to cater for children along the entire spectrum from the very gifted to the severely disabled. The tendency in Guyana however, is to regard inclusive education as necessary for children with physical disabilities and to cater less for the gifted and highly talented children UNICEF in a listing of the “Characteristics of a Rights- Based and Child-Friendly School” supports the provision of an education opportunity that “meets differing circumstances and needs of children (e.g. as determined by gender, culture, social class, ability level)”. In Guyana, efforts have been made to reduce sex stereotyping in education material, to offer a module in the teacher training program me on gender, to offer males and females the same program me options and to respond to the needs of the indigenous communities where English may not be the first language and where cultural norms may be somewhat different from other communities. In addition it has sought to meet Special Education Needs. There have been different degrees of success in various areas. Sex stereotyping in materials has certainly been significantly reduced and although there are still perceptions in society about traditionally male and female subject areas, and males and females cluster in different specialities in the higher grades, the Ministry offers the same curriculum to all students.

There have been limited attempts to respond to the language issue with the Ministry supporting the use of the children’s mother tongue, where possible, in the early years of school and giving support to projects such as the Macushi Language project. These are very preliminary efforts and more needs to be done at the teacher training level to respond to the needs of different genders or groups. 

One of the areas of greatest concern has been the inability to adequately meet special education needs of children with physical or mental disabilities. Although some efforts have been made in the last five years to meet special education needs (SEN) it is probably true that this is one of the most neglected areas in the education sector. This is reflected in surveys and consultations that were conducted by other organisations such as the National Commission on Disability (NCD) and the Volunteer Service Organisation (VSO), from which the education sector has benefited. In a study carried out under the auspices of NCD with the assistance of VSO, it was found that of the persons surveyed 15% have never attended school, 42% of which were under 16 years. There are some children with disabilities who are able to access education in Special Education Institutions; however data shows that less than 40% of the teachers in these schools have sufficient training. Further research also reports that persons with disabilities who are mainstreamed in regular schools have to contend with negative attitudes from other students and teachers.

During the period under review a special education module was developed, which every teacher trainee at CPCE must take. This is a very basic module however and there is a critical need for higher levels of specialised training to be offered. It is also essential to the effective implementation of SEN programmes that the Ministry appoints a Special Education Coordinator who will drive the process from the level of Central Ministry; especially since so much inter-ministry and other levels of coordination is crucially necessary. The Ministry also needs to make several policy decisions to give direction to the scope and strategies/methodologies of implementation. These include the management and funding of special schools, level or scope of inclusion, teacher training, curriculum modification, support services, levels of parent education and partnership and career paths for teachers. Indeed, there are few persons willing to work in this area, especially teachers, because the career path is very limited. The new plan must also address these issues.

Barriers to Inclusive Education

There is a long list of barriers that hinder inclusive education. These are summarised below.

 Attitudes

The greatest barriers to inclusion are caused by society, not by particular medical impairments. Negative attitudes towards differences result in discrimination and can lead to a serious barrier to learning. Negative attitudes can take the form of social discrimination, lack of awareness and traditional prejudices. Regarding disabled children some regions still maintain established beliefs that educating the disabled is pointless. Often the problem is identified as being caused by the child's differences rather than the education systems shortcomings.

 

Physical Barriers

The vast majority of centres of learning are physically inaccessible to many learners, especially to those who have physical disabilities. In poorer, particularly rural areas, the centres of learning are often inaccessible largely because buildings are rundown or poorly maintained. They are unhealthy and unsafe for all learners. Many schools are not equipped to respond to special needs, and the community does not provide local backing. Environmental barriers included: doors, passageways, stairs and ramps and recreational areas. A major problem identified by many students is physically getting into school.

 

Curriculum

In any education system, the curriculum is one of the major obstacles or tools to facilitate the development of more inclusive system. Curriculum is often unable to meet the needs of a wide range of different learners. In many contexts, the curriculum is centrally designed and rigid, leaving little flexibility for local adaptations or for teachers to experiment and try out new approaches. The content might be distant to the reality in which the students live, and therefore inaccessible and unmotivating.

 

Teachers

Teachers' abilities and attitudes can be major limitations for inclusive education. The training of staff at all levels is often not adequate. Where there is training it often tends to be fragmented, uncoordinated and inadequate. If teachers do not have positive attitudes towards learners with special needs, it is unlikely that these children will receive satisfactory education.

 

Language and communication

Teaching and learning often takes place through a language which is not the first language of some learners. This places these learners, at a disadvantage and it often leads to significant linguistic difficulties which contribute to learning breakdown. Second language learners are particularly subject to low expectations and discrimination.

 

Socio-economic factors

Inadequacies and inequalities in the education system and are most evident in areas which have sustained poverty and high levels of unemployment. The impact of violence and HIV/AIDS can also have adverse effects.

 

Funding

A major constraint is serious shortages of resources – lack of schools or inadequate facilities, lack of teachers and/or shortage of qualified staff, lack of learning materials and absence of support. The inadequacy of resources available to meet the basic needs in education is a pervasive theme. It is estimated that achieving education for all will require additional financial support by countries and donors of about US$ 8 billion per year (Dakar Framework for Action, 2000).

 

Organisation of the education system

Education systems are often centralised and this can inhibit change and initiative. Responsibility for decisions tends to be located at the highest level and the focus of management remains orientated towards employees complying with rules rather than on ensuring quality service delivery. There is also a lack of information within many systems and often there is not an accurate picture of the number of learners excluded from the school system. Only a small percentage of learners who are categorised as having ‘special needs' receive appropriate education in ordinary schools or special settings and there is no support available for those learners who are outside the system. Existing provision after primary school is inadequate to meet the needs.

 Policies as barriers

Policy makers who do not understand or accept the concept of inclusive education are a barrier to the implementation of inclusive policies. In some countries there may still exist policies that facilitate the possibility for authorities to declare that some children are ‘uneducatable'. Usually this practice applies to children with severe intellectual disability. In some other countries, the education of some specific groups of learners might the responsibility of another authority than the Ministry of Education. Very often this leads to a situation where these learners are not expected to participate in mainstream education and, consequently, they do not have equal opportunities for further education or employment.

hese are the principles that guide quality inclusive education:All children belong.

Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportunities and experiences. Inclusive education is about children with disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday activities, just like they would if their disability were not present. It’s about building friendships, membership and having opportunities just like everyone else.

All children learn in different ways.

Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed.

It is every child’s right to be included.

Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities Education Act clearly states that all children with disabilities should be educated with non-disabled children their own age and have access to the general education curriculum.

Common Misconceptions About Inclusive Education

Some opinions about inclusive education are based on unsound information. Three common myths about inclusion are:

Myth 1:Separate is better.

Reality: Segregation doesn’t work. Whether children are separated based on race, ability, or any other characteristic, a separate education is not an equal education. Research shows that typical children and children with disabilities learn as much or more in inclusive classes.

Myth 2: Children must be “ready” to be included.

Reality: All children have to the right to be with other children their own age. A child with disabilities does not have to perform at a certain grade level or act exactly like the other children in their class to benefit from being a full-time member in general education.

Myth 3: Parents don’t support inclusive education.

Reality: Parents have been and continue to be the driving force for inclusive education. The best outcomes occur when parents of children with disabilities and professionals work together. Effective partnerships happen when there is collaboration, communication and, most of all, TRUST between parents and professionals.

Making Inclusion a Reality

What you can do to promote inclusion for your child:

1. Encourage your child to participate in activities where she can meet children her same age with different abilities.
2. When looking for activities, consider your child’s interests. The local school, library, and recreation or community centers are good places to check out. You also may want to consider national organizations that encourage diversity, such as 4-H Clubs or Girl Scouts of America.
3. Search the Internet for activities or organizations that your child may want to join.
4. Two community Web sites with numerous resources are The Family Village and Kids Together: Information for Children and Adults with Disabilities.
5. Help your child develop friendships with classmates or other neighborhood children.
6. Set up opportunities for your child to be with children he likes or children who show an interest in him. Teach your child how to make and keep friends. For other recommendations, visit the article Let’s Play Together: Fostering Friendships Between Children with and Without Disabilities.
7. Share your goals and expectations for your child.
8. Before you meet with the school and decide upon your child’s Individualized Education Plan (IEP), meet with his teachers, therapists and others to discuss your goals, expectations, and future placement preferences for him.
9. Know the rights you and your child have to an inclusive education.
10. For more information on your rights, visit the article Family Rights: The Educational Rights of Children with Disabilities.

What schools can do to promote successful inclusive education:

1. Consider inclusive education first.
2. Special education services can be provided in many different settings. Schools are required to consider the general education class before considering any other setting for your child to receive special education services.
3. Support each child’s learning.
4. Teachers support learning in inclusive classrooms in three ways. First, they teach so that students with differing abilities and learning styles can understand and participate. Second, they modify assignments when they are too difficult. Third, they model respect and encourage friendships.

What families can do when they meet resistance in accessing inclusive education for their children:

1. Get and share information.
2. Some schools do not support a family’s desire for inclusion, because they are used to providing special education services to students in separate classes. Or they may not understand how to make inclusion work for all children. Visit general education classes and separate classes for students with disabilities. Carefully explain to your child’s teachers, principal or IEP team why you believe inclusive education would be best for your child. Share information with your child’s school about the benefits of inclusive education.
3. Enlist the help of others.
4. Sometimes it is helpful to bring in an expert or advocate. This person will make sure that your preferences about your child’s placement are heard. This person can also help explain the benefits of inclusive education and how to make it happen in your child’s school. You may find someone to help by contacting advocacy organizations, special education parent groups in your child’s school, and local colleges with teacher training programs.
5. Become your child’s advocate.
6. It takes time and energy to make inclusion happen in a school that is resistant to change. Stay focused on what you believe is best for your child. Listen carefully to the arguments against your child’s inclusion in a general education class and use what you learn to advocate for change. For example, if you are told that your child is not ready for the general education class, ask what supports could be provided to help make her successful in the class.

Let us make Innovative aspect to provide equal opportunities to all.