Inclusion
in Education
• What is the ultimate goal of education?
• What are your memories of your school years?
Desired
outcomes for
students
• Belonging
• Having frineds
• Forming and maintaining relationships
• Getting along with others
• Being part of a community
• Being a caring parent and family member
• Mastery
• Having success and becoming competent in
something
• Being a problém solver
• Being flexible
• Having motivation
• Being literate
• Using technology
• Being a lifelong learner
• Reaching potential in areas of interest
(Brokenleg, 2000)
Desired
outcomes for
students
• Independence
• Possessing confidence to také risks
• Being as independent as possible
• Assuming personal responsibilitx
• Holding oneself accountable for actions and
decisions
• Being able to self-advocate
• Generosity
• Being a contributing member of society
• Valuing diversity
• Beiing empathetic
• Being a responsible citizen
• Offer cariong and support to others
• Exercising global views
Inclusive
education:
Who for?
Worldwide:
No access to
education:
Students –
refugees:
Inclusive education
Inclusive
education
Chris Darlington (president of the National Association for
Special Educational Needs (NASEN), a national organisation
for professionals working in the area of inclusion“
a process, not a state … inclusion is not a simple
concept restricted to issues of placement. … Key principles
are valuing diversity, entitlement, dignity, individual
needs, planning, collective responsibility, professional
development, and equal opportunities.
(Darlington, 2003, p. 2)
Darlington, C. (2003) ‘The challenges of effective inclusion’,
Times Educational Supplement, 19 September.
Inclusion
(UNESCO)
• The porcess that helps to overcome barriers
limiting the presence , participation and
achievement of all learners.
Inclusive
education
• Process of strengthening the capacity of the
education system to reach out to all learners.
Integration
• Learners labelled as having 'special educational
needs' are placed in mainstream education
settings with some adaptations and resources,
but on condition that they can fit in with preexisting
structures, attitudes and an unaltered
environment.
Mainstreaming
• The practice of educating students with learning
challenges in regular classes during specific
time-periods based on their skills.
Inclusion is
concerned
with ensuring
that:
• all children of what ever background have
access to high quality education,
• they are welcomed by teachers and other staff
• their contribution is valued
• Any form of selection based on academic ability,
or ability to pay fees is anti inclusive
So what do we
mean by
inclusion?
• Is it concerned with ensuring quality and access
for ALL children?
• Is inclusion to do with the education of children
with SEN in mainstream schools, the majority of
whom have always been placed there?
• Is it to do with closing all special schools and
relocating the children in mainstream settings?
Farrell, P. Inclusive education for all: A dream or reality? [online] Available at: www.edb.gov.hk.
Range of
“inclusive”
provision for
children who
have traditionally
been in special
schools in the UK
• Range of “inclusive” provision for children who have
traditionally been in special schools in the UK
• Full time placement in mainstream class – with
support
• Mainstream class placement with withdrawal for
“special work”
• SEN unit/resource base in a mainstream school
• Co-located special and mainstream school
• Dual placement – in mainstream and special school
• Occasional visits of pupils from special to
mainstream schools
Farrell, P. Inclusive education for all: A dream or reality? [online] Available at: www.edb.gov.hk.
Factors that
effect the
outcome of
inclusive
education:
For example: •
Parents’ views of inclusive education
• Teachers’ views
• The role of support staff
• The impact of staff training on attitudes and
knowledge
• Classroom factors – e.g. teaching styles,
curriculum adaptation
• Development and evaluation of whole school
approaches
Hong-Kong
study of pupils
with ID in
mainstream
and special
setting:
• Academic achievement of students in
mainstream schools was higher than those in
special schools
• Better quality of peer relationships, lower
emotional stress levels and more positive self
perceptions for pupils in special schools
Farrell, P. Inclusive education for all: A dream or reality? [online] Available at: www.edb.gov.hk.