EDU-503 Inclusive Education 2(2-0)

Lecture#1 B.Ed. 1st semester Section (B)

by MARYAM MUNIR
“Inclusion is a philosophy which embraces the idea that everyone has something of value to
contribute and that everyone has the right to belong.— Lisa Friedman, Removing the Stumbling
Block”

1.1 Introduction

Inclusion in education is based on the belief that every child can learn and realize her full potential
if provided equal opportunities to participate in school, supported with resources required as per
her condition and taught in a manner appropriate to her needs. Ideally, a child must receive
education in an environment that is the least restrictive and is most conducive to his/her needs.
This means that general education is the placement of first choice for all wherein a child with
disabilities is with her/his peers without disabilities to the maximum degree possible. Such an
education is called Inclusive Education. It is the most effective and equitable of the various models
of education for the overall growth and development of all children in both curricular and co-
curricular domains. Children studying in an Inclusive school develop confidence and imbibe
values of sharing and participation. Thus, inclusions a basic human right and not a privilege.
Throughout the 19th century, children with special needs were institutionalized, segregated and
blithely discriminated. The term inclusive education appeared in iterature in the late 1980s as an
alternative to special education, to give access to children with special needs coming from diverse
background. In early history of education, children with disabilities were considered as uneducable
and it was believed that they require special set ups for education and there was hardly any societal
acceptance. Special education was introduced for those students who did not fit the normal rigid
system and terms like congenital disabilities, inabilities, low IQ etc. were introduced and justified
with the help of medical and neurological sciences. Exclusive Education systems were built across
world and the term ‘disabilities’ for a large number of children (30 to 40 percent) was artificially
manufactured.

Concept of Inclusion
The concept of inclusion first gained recognition in Canada followed by the USA and Great
Britain. In India the government of India launched the Integrated Education for Disabled Children
(IEDC) programme in 1974. This was the first formal step towards\ inclusion. In fact, even as early
as 1966, the Kothari Commission had highlighted the importance of educating children with
disabilities in regular schools. The Salamanca Statement, UNESCO 1994, for action on special
needs education, has been identified as the International breakthrough for inclusion leading to a
paradigm shift in education. To understand inclusion, it is important to acknowledge that each
child is unique in terms of physical ability and mental capacity and has a preferential learning
style. Additionally, each human being responds to her/his experience and environment in her/his
own individual way. Diversity refers to this range of human differences, including differences in
race, ethnicity, gender, gender identity, sexual orientation, age, social class, physical ability or
attributes, religious or ethical values, nationality, political beliefs and disabilities. Inclusion aims
at bringing all these children with their different abilities and needs together to learn under one
roof.The basic philosophy of inclusion is based upon addressing this diversity present in learning
environments that are effective and beneficial for all.

o summarize, “Inclusion is a sense of belonging: feeling respected, valued for who you are;
feeling a level of supportive energy and commitment from others so that you can do your best
work.” (Miller and Katz).
What is Inclusive Education?

Inclusive education is an umbrella term that encompasses considerations and strategies to support
the diversity of learners in a given context by minimizing barriers to learning, as this may impact
an individual’s ability to achieve her/his full potential. Inclusive educational setup refers to
equitable and non-discriminatory arrangement where each child is valued, accepted and respected.
Every child gets equal opportunity of participation in all those activities that suits her capability.
Schools conduct curricular/co-curricular activities necessary for developmental needs of all
students as per their interest. An Inclusive set up helps in building a community, nurturing and
comforting environment where each child can acquire academic and socials skills with a positive
attitude and values.
United Nations General Comment No. 4(GC4) (Paragraph 11 )was adopted in 2016 by the
Convention on the Rights of Persons with Disabilities (CRPD) Committee to take the steps
necessary

to achieve realisation by ratifying nations like India. Inclusion is defined in GC4 as: a process of
systemic reform embodying changes and modifications in content, teaching methods, approaches,
structures and strategies in education to overcome barriers with a vision serving to provide all
students of the relevant age range with an equitable and participatory learning experience and
environment that best corresponds to their requirements and preferences.

• All teachers should be the teachers of students with disability.

• Equitable does not mean the equal. it refers to compensation by giving more to those who have
less to equalise opportunity and redress disadvantage.

• Participatory refers to discussion with parents and students and considering their opinions in
decision-making.

• Requirements is a rights-based term that replaces the word ‘needs’.

The Rights of Persons with Disabilities Act, 2016 in its clause 2(m) defines inclusive

Education by emphasizing on the condition that all students (except severe cases) should learn
together in the same school and teaching there should be appropriately adapted to meet the needs
of different types of special students.

Summary
• Inclusive Education eliminates all forms of discrimination in the learning environment
• Inclusive education gives access to all and promotes best outcomes for all.
• There are different terms related to inclusion, namely Integrated Education, Special
Education and Mainstream.
• There are some common myths busted and facts given about inclusion.
• Inclusive education benefits all by developing a sense of belonging, respecting people of
different culture and accepting individual differences.

DEFINITION AND CONCEPT OF INCLUSION

Inclusion is part of a much larger picture then just placement in the regular class within school. It is being
included in life and participating using one's abilities in day to day activities as a member of the community.
It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs.
Inclusion can occur in schools, churches, play- grounds, work and in recreation. Human beings, regardless
if they happen to have a disability or not, have basic needs that must be met in order to feel fulfilled. The
basic needs of food, water and shelter are necessary for us to exist. It's also easy to see that when you don't
eat right or exercise it can adversely affect your health and capacity to work in other areas of your life.
Having meaning and purpose to what you do and who you are, creates inspiration. Feeling useless or doing
things that are meaningless, decreases motivation and self-respect. A sense of belonging, being loved,
having relationships and friendships with others enriches our lives. Feelings of loneliness and isolation can
have a negative impact in all areas of our lives. Education helps meet the need to learn and grow and not
remain stagnant, but as with any of our needs, if we focus on one at the expense of the others it does not
maximize the overall quality of life. When all these needs are met in a combined way, each area adds
strength in the ability to achieve fulfillment in the other areas. Inclusion is about meeting all those needs,
and maximizing a person's overall quality of life. In school, inclusion does not occur by placement in the
regular class alone; rather it is a desired end-state. It must be created with proper planning, preparation and
supports. The goal of inclusion is achieved only when a child is participating in the activities of the
class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of
supports and services for placement in the regular class and is not a trade-off of achievement of individual
goals. No matter where a child with a disability is placed, an Individualized Education Plan (IEP) must be
developed around the child's needs. The IEP objectives must continue to be met in the regular class. The
same applies to the related services a child needs, they must continue to be provided for in the regular
settings:
The fundamental principle of inclusive education is the valuing of diversity
within the human community.... When inclusive education is fully embraced,
we abandon the idea that children have to become "normal" in order to
contribute to the world.... We begin to look beyond typical ways of becoming
valued members of the community, and in doing so, begin to realize the
achievable goal of providing all children with an authentic sense of
belonging. (Kunc 1992, pp. 38-39).

Definitions
While there is no legal definition of inclusion or inclusive education, many organizations and advocacy
groups have developed their own definitions. Inclusive education, according to its most basic definition,
means that students with disabilities are supported in chronologically age-appropriate general education
classes in their home schools and receive the specialized instruction delineated by their individualized
education programs (IEP's) within the context of the core curriculum and general class activities.
The British Psychological Society’s definition of inclusive education is centered on the following concepts:
Rejecting segregation or exclusion of learners for whatever reason, whether it be ability, gender,
language, care status, family income, disability, sexuality, colour, religion or ethnic origin
Maximizing the participation of all learners in the community schools of their choice
Making learning more meaningful and relevant for all, particularly those learners most vulnerable to
exclusionary pressure
Rethinking and restructuring policies, curricula, culture and practices in schoolsand learning
environments so that diverse learning needs can be met, whatever the origin or nature of those needs (British
Psychological Society, 2002, p.2).
The term ‘inclusion’ shifts the focus from the child to the school. Unlike integration, which does not specify
what should be done, inclusion is used to describe the extent to which a child with special educational needs
is involved as a full member of the school community with full access to and participation in all aspects of
education. ‘Inclusion’ better conveys the right to belong to the mainstream and a joint endeavor to end
discrimination and to work towards equal opportunities for all (CSIE, 2002).
Within the current literature, definitions of inclusion vary in their focus. Some emphasise rights, others
emphasise values and community while others focus on school capacity to cater for difference.
In 2001, the Department for Education and Skills in the UK stated that:
[Inclusion is] about engendering a sense of community and belonging
and encouraging mainstream and special schools and others to come
together to support each other and pupils with special educational
needs’(DfES, 2001a, p.3).
Some recent definitions of inclusion have emphasized the issue of full participation and the overcoming of
a history of exclusion by identifying and eliminating barriers to learning and addressing exclusionary
pressures. Index for Inclusion, for example, defines inclusion as:
The processes of increasing the participation of students in, and reducing
their exclusion from, the cultures, curricula and communities of local schools
(Booth and Ainscow, 2002, p.3).
The Centre for Studies in Inclusive Education presents a further view of inclusive education as:
All children and young people – with and without disabilities or difficulties – learning together in ordinary
pre-school provision, schools, colleges and universities with appropriate networks of support. Inclusion
means enabling all students to participate fully in the life and work of mainstream settings, whatever their
needs. There are many different ways of achieving this and an inclusive timetable might look different for
each student’ (CSIE, 2002, p.2).
[Inclusive education is] a process involving changes in the way schools are organised, in the curriculum
and in teaching strategies, to accommodate the range of needs and abilities among pupils. Through this
process, the school builds its capacity to accept all pupils from the local community who wish to
attend and, in so doing, reduces the need to exclude pupils. (Sebba and Sachdev, 1997, p.2).
UNESCO states,Inclusion is seen as a process of addressing and responding to the diversity of needs of all
learners through increasing participation in learning, cultures, and communities, and reducing
exclusion within and from education. … [As such,] it involves a range of changes and modifications in
content, approaches,
structures and strategies, with a common vision which covers all children of the appropriate age range and
a conviction that it is the responsibility of the regular system to educate all children’ (UNESCO, 2005,
Table 1: Definitions of inclusive education

Definition Source
Being with one another, how we deal with adversity, how Forest and Pearpoint, 1992
we
deal with difference
A set of principles which ensures that the student with a Uditsky, 1993
disability is viewed as a valued and needed member of
the
school community in every respect
A move towards extending the scope of ‘ordinary’ Clark et al, 1995
schools so they can include a greater diversity of
children

Schools that deliver a curriculum to students through Ballard, 1995

organizational arrangements that are different from
those used in schools that exclude some students from
their regular classrooms
Schools that are diverse problem-solving organisations Rouse and Florian, 1996
with a common mission that emphasises learning for all
students
Full membership of an age-appropriate class in your Hall, 1996
local school doing the same lessons as the other pupils
 and it mattering if you are not there. Plus you have
friends who spend time with you outside of school
The process by which a school attempts to respond to Sebba, 1996
all pupils as individuals by reconsidering its curricula
organisation and\ provision
Schools that are accepting of all children Thomas, 1997 Thomas, 1997
Activity: Dear students you have read number of definitions on inclusive education, now you are able to
define it in your own words. Ok discuss with your colleague/class follower teacher above the common
aspects you found in all these definitions with difference
within the definitions. At the end give your own definitions you conceive after reading these definitions.

BENEFITS OF INCLUSION
The goal of inclusion is to prepare both students with and without disabilities to become contributing
members of their community and society (Lipsky & Gartner, 1994). Typically, the purpose of including
students with disabilities into the classroom at an early age is to promote social skills. Frostad and Pijl
(2007) found that the gap between the social skills of students with disabilities and their typically
developing peers increases the longer students with disabilities are excluded from the general education
classroom. Downing and Peckman-Harding (2007) also found that students without disabilities learned
empathy when included in the general education classroom. This is important because low empathy scores
go hand in hand with having few friends and the lack of a feeling of belonging to the school community
(Frostad & Pijl, 2007). Other benefits of inclusion for students with disabilities are senses of normalcy,
respect, and dignity (Zionts, 2005). Students with disabilities must learn how to communicate with their
peers in the classroom, just like they must do to succeed in society as adults.
Another possible benefit of inclusion is that friendships will result from the classroom interactions and that
these friendships will become future natural supports for the students into adulthood. When students with
disabilities are in segregated classrooms, the number and types of friendships they can have are limited.
However, just placing students within general education settings does not guarantee reciprocal social
relationships. Research has found that without the proper support the benefits of social interactions and
friendships are not ensured even in an inclusive classroom (Sapon-Shevin, Dobbelaere, Corrigan,
Goodman, & Mastin, 1998; Taylor, Peterson, McMurray-Schwarz, & Guillou, 2002). According to Falvey
(1995), friendships and relationships are extremely important to students with disabilities because they
provide support and nurture the skills that they will need to participate and work in their local communities.
When included with the proper supports, students with disabilities of all severities gain more meaningful
friendships (Vaughn, Elbaum, Schumm, & Hughes, 1998).
Benefits for Children with Disabilities
There are many reasons to provide opportunities for students with disabilities to learn and interact with their
peers without disabilities. Integrating students can be beneficial for both groups of students, as well as for
their parents, teachers, and program administrators. When students with disabilities are educated with their
peers without disabilities, they learn age-appropriate social skills by imitating students without disabilities
in the environments where they are needed. Integrated settings provide a challenging
environment for students with disabilities. Therefore, these students learn to be more independent and
acquire developmentally advanced skills. Also, they may develop friendships and a more positive self-
image by having the opportunity to do what other students do.
part of their community
peers serve as role models
peers provide a reason to communicate
learn motor, communication & other skills within natural settings
affords a sense of belonging
provides a stimulating environment for growth
evolves in identity as a member of a community
enables social skills development
provides opportunities to develop neighborhood friends
enhances self-respect and concepts of self-awareness
provides peer role models

5.2 Benefits for Typically Developing Children

Children who do not have special needs continue to learn and grow in the same ways in which they did
before they had classmates with special needs. In addition, they have opportunities to learn about
differences in human growth and development. They learn to accept people who are different from
themselves as they learn to work and play withchildren who have a wide range of abilities.
provides opportunities to experience diversity of society
develops an appreciation that everyone has unique characteristics and abilities
develops respect for others with diverse characteristics
develops sensitivity toward others' limitations
develops feelings of empowerment and the ability to make a difference
increases abilities to help others
develops capacity for empathy
peer tutoring
cooperative learning groups
specific strategies instruction
individual remediation
small group instruction specific language/listening development activities
Exposure to a variety of instructional personnel, teaching styles and techniques.
Non-qualifying students are able to receive the additional assistance needed
to succeed in the regular setting.
5.3 Benefits for Families
When students attend integrated programs, parents of children with disabilities have the opportunity to see
that many of their children’s behaviors are typical of most students. By seeing their children accepted by
others and successful in integrated settings, parents may feel better about themselves and their children.
Parents of children with disabilities also have the chance to become acquainted with other parents and
participate in the same activities.
Providing positive experiences in integrated settings allows children without disabilities and their parents
to learn about disabilities and develop positive attitudes about people with disabilities. Integration can
expand and enhance the personal experiences of children, parents, and teachers.
Enable families to work because they have increased access to child care services
Discover that others can provide a secure and nurturing
Environment for the child with special needs
Learn to accept children’s strengths and needs.
Share common experiences
Feel a kinship with other families
Opportunity to see chronologically age-appropriate activities
5.4 Benefits for Society
promotes the civil rights of all individuals
supports the social value of equality
teaches socialization and collaborative skills
builds supportiveness and interdependence
prevents emergence of negative social behaviors
provides children a miniature model of the democratic process.

Activity: Dear students discuss with your peers the academic, administrative, social and financial
benefits of incision and suggest guidelines for government to get benefits by implementing inclusive
education in mainstream system of education.

Challenges of Inclusive Education

Education of Children with Special Need has come a long way from Special Education to
Integrated Education and from integrated education to inclusive education. Children with Special
Needs(CWSN) required education in regular school, in their own society and by regular
Teachers. Inclusion Values diversity. It acknowledges every learners fundamental right to learn
and accepts that every child has unique abilities and needs.
Issues and Challenges of Inclusive Education
There are various issues and Challenges face by Children with Special Needs (CWSN) in
inclusive education are:
Characteristics of Individual Pupils: As we know in a diverse classroom all of the children are
sitting together in a classroom. There are many students suffer from different disabilities. It is
very difficult to identify them from a diverse classroom.
Lack of access to the mainstream: At present only 4 to 5% of children with special needs out
of 30 million have access to education. Many schools do not show a willingness to cater to the
needs of these children
Lack of awareness and Attitude: The whole idea of inclusive education is defeated due to lack
of awareness, positive attitude and sensitivity on the part of teachers, classmates, parents and
community and as a result these children experience discrimination.
Lack of trained teachers: Teachers lack competence and will to modify methodology as per the
need of children with special need and other children
Large class size: There are normally 60 to 70 students in a class which makes individualized
attention very difficult and teachers find it all the more difficult with children with special needs.
Lack of child-centred and relevant Curriculum: The curriculum lacks flexibility and does not
provide choice to these children. The teaching-learning material is also not appropriate for
children with and without special need.
 Lack of proper infrastructure: Children with specials need to require various types of teaching
and learning aids. In India, most of the schools do not have proper teaching and learning aids
Lack of participatory activities: Children with special need require such a learning
environment in which they can learn by participating in small groups
Involvement of parent and Community: As we know the children with learning disabilities are
less encouraging. So the non-involvement of parents and community become a barrier
Accountability: The lack of accountability of teachers poses challenges in inclusive education
Partnership: Partnership between the parents, Teachers, School and Community etc to make the
programme success. We found that the programme is missing
Collaboration or consultation: The collaboration between the different agencies of education
such as Government, NGO, Community. We found that there is a lack of collaboration between
them
Lack of Support: CWSN children required regular support from parents and teachers to make
satisfactory learning. We found that there is a lack of support in some school even they
discriminate those children with special needs
Peer Rejection: peers generally tries to bullying and sometimes reject them. They feel that these
children are not a part of them. This is one of the major cause of children drops out of school.
Peer rejection is one of the main barriers of inclusive education
Labelling: It means that categories of such children as per their disabilities. These labelling
does not suit them because they feel rejected

Support for Inclusive Education

Support for inclusive education can involve many things, including:

 The help your child receives for personal needs they have;
 Various “accommodations” children with disabilities may need to participate in regular school
and classroom activities;
 The overall support from the school including the leadership and commitment necessary to
include all children;
 Different ways of thinking about what and how children are taught so that all children can
participate in regular classrooms and school activities.
Personal Support and Accommodations
Different children will require different kinds of support to participate fully in school. Some
children need physical supports such as help with personal care, changes in seating
arrangements, alternate forms of communication (for children who do not speak), and extra help
to participate in activities which would not otherwise be possible.It is important for you to know
the specific support or accommodation needs for your child. Make sure you write down the
things that your child will need help with. These needs should be addressed fully during the PLP
process and other meetings with your child throughout the year. Be careful not to assume that
there is only one way of doing things. Also, make sure that the support that is provided allows
 your child to participate in activities in the classroom and school as well as to develop
friendships with other children.

Modifying Curriculum

It is important not to assume too quickly that your child cannot learn the same things that other
children are learning. The question that you need to ask first is: Can your child participate just as
other children are? Also, your child may only require small changes like different expectations
(for example, fewer math problems) or different class materials. Try to find out if your child can
learn or handle the regular curriculum with some accommodations. You may not want to assume
or want others to assume that your child is not capable.

In school terms, modifying curriculum means significantly simplifying the content and concepts
of a program or course. This usually happens when a child is having a lot of difficulty that
cannot be dealt in other ways (for example, by providing accommodations or changing teaching
techniques). Remember that making accommodations for your child does not mean that their
curriculum is being modified.

Decisions to modify subjects should only happen after discussions with parents (and sometimes
students) have occurred and after you have agreed to it. When a decision is made to modify
curriculum, people involved in planning for your child’s inclusion in regular classrooms should
look at each subject to see what information, concepts or skills may be relevant for your child.
For example, during an English class, your child may be learning words from a story while other
children are learning how to analyze the story.

Key Roles of Principals and Regular Classroom Teachers

Leadership from principals and teachers is often crucial to creating an inclusive school. If
principals and teachers have a commitment to meeting the needs of all children, the inclusion of
children with disabilities in the school and in regular classrooms will likely happen. Get to know
the principal of your child’s school. Try to find out what they think about inclusive education.
How does the principal provide leadership to make inclusion happen?

Regular classroom and subject teachers are also important for setting the tone for inclusion in the
regular classroom. Inclusion will be successful when regular class teachers know how to:

 Create a feeling that everyone belongs regardless of ability.

 Change and adapt the teaching styles, activities and curriculum to ensure the success of all
children.
 Help the children in the class accept each other.
 Help children find ways of supporting other children who may need help.
 Take full responsibility for the education of all children in their classroom.
Ways to Support Teachers and Your Child in Regular Classrooms
 Within the school, there may be various sources of support for teachers and children. Three of
the main ways to provide support are through Education Support Teachers-Resource (EST-
Resource), educational assistants, and other children.

Education Support Teachers-Resource (EST-Resource)

Most schools have specialist teachers who are not responsible for a classroom but who provide
valuable support for classroom teachers. These are called Education Support Teachers-Resource
(EST-Resource). They may have some special training or experience for them to provide help to
regular classroom teachers and children.

EST-Resource provide support for inclusive education in a number of ways:

 They provide direct assistance to classroom teachers on ways to use the lessons to achieve
education goals that have been set for children with disabilities.
 They can assist teachers by substituting for teachers so that they can meet with parents or
others about your child’s inclusion.
 They can identify ways to give children with disabilities opportunities to make friends or to be
supported by other children.
 They have a responsibility to coordinate PLPs and the services and supports some children
will receive.
Educational Assistants
Educational assistants also play an important role in supporting inclusive education. These are
people who provide assistance to teachers in the classroom, library, shop or laboratory and who
fulfill a number of duties, including:

 Assist with the physical needs of a child with a disability

 Ensuring the safety and supervision of children
 Classroom observation
 Assist with the preparation of teaching aids and the assembly of materials as directed by the
teacher
 Assist individual students or small groups in performing activities in the school
 Follow and implement therapy programs set out by therapists (for example, a speech therapist)
 Assist with maintaining records and notes that can be used by regular classroom teachers to
inform you of your child’s activities and progress
Many people, including parents, assume that every child with a disability in a regular classroom
needs an educational assistant. There is often the belief that if a child has some additional needs,
these needs can only be met by another adult person in the classroom. These beliefs have led
parents, teachers and other people in the school system to depend too much on educational
assistants to include children with disabilities. This can cause a few problems of which you
should be aware.
Some children may require regular help from an educational assistant. Most often, it will be
children with significant physical needs that require ongoing attention. For most children with
disabilities, however, having a “full time EA” can cause problems. As parents, you will need to
be aware of the “danger signals” that will tell you if your child is depending too much on an
educational assistant. If this is happening, it will be time to start to think about other ways your
child can be supported.

Support from Other Children

When a child is part of a regular classroom, it becomes natural for other children to get to know
them as a classmate. This is more likely to happen if the educational assistant learns to keep their
distance and help other students learn how to support your child. When children support
children, it brings them closer together.

When you are planning for and discussing your child’s education, think about ways your child
can receive support from their classmates. Make it one of your goals that your child will receive
help from other children. This does not mean that adults with special training are not necessary.
There are some things (for example, assistance with toileting) that are not appropriate for
classmates to provide.