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GETTING STARTED WITH Inclusion
Inclusive education is a contentious term that lacks a tight conceptual focus, which may contribute to some misconception and confused practice. In relation to students with disability, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) first stated in 1994 that inclusive schools were the most effective way to counter discriminatory approaches and attitudes towards students. Interpretation of inclusive education is, however, an increasingly contentious term that challenges educators and educational systems to think about the work of teaching and learning in different ways and from varied perspectives. When inclusion is seen as a disability issue and not as a whole-of-school issue, inclusive education becomes a code for ‘special education’ and as such can work against inclusive practice, with certain individuals and groups of children becoming pathologised in the eyes of educators. An expanded view of inclusive education allows it to be seen as a human rights issue, with marginalized and excluded groups being discriminated against and denied what is readily available to others in the mainstream.
International good practice in inclusive education:
Good practice involves consideration of a wide range of aspects including:
- Clear policy and guidelines for implementation.
- Supportive and effective leadership.
- Positive teacher attitudes.
- Ownership, and acceptance.
- Trained teachers, education assistants, and other personnel involvement of parents in decision making.
- Engagement of learners.
- Flexible curriculum responding to individual need.
- A plan for ongoing teacher development.
- The nurturing of communities of lead practice.
• At a whole school level the cultures, policies, practices, and ethos of a school need to reflect an inclusive philosophy that seeks to identify and eliminate barriers to learning and to provide access for all students.