Brownell, M. T., P. T.Sindelar, M. T.Kiely, and L. C.Danielson. Kavale, K. A., and M. P.Mostert. For the last few years, her school has worked on adopting a co-teaching model of education in an effort to create more inclusive classrooms. One aspect of this is lack of relevant teacher competence (Tangen 2005), to which I will return later. Kreitz-Sandberg, S. 2015. Analysing the Development of Inclusive Education in New South Wales, Alberta and Finland.” Journal of Education Policy26 (2): 263–288. The dominating ideal theories of inclusive education state that students with disabilities shall be entitled to full membership in regular classes together with children from the same neighbourhood in local schools. 2014. 2000. Inclusive curriculum: An inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. A Comparative Approach to Education Policy and Disability. Based on the value principles behind Education for All and inclusive education, these practices can be questioned. There is consensus between international organizations about how to define inclusive education. Brunsson, Nils. Index for Inclusion. Scholar, ²Assistant Professor, Dept. Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp Mary Mendenhall , Jihae Cha , Danielle Falk , … Cuban, L. 2001. Vislie (2003) considers the possibility that special education has received too much attention within inclusive education, at the expense of exploring inclusion as an idea and practice in its own right. doi: https://doi.org/10.1080/08856257.2015.1060075, Arduin, S.2015. “Inclusion: By Choice or by Chance?” International Journal of Inclusive Education15: 29–39. [city: Bergen]: Fagbokforlaget. To get public attention, political statements often have to present their ambitions by promising a lot, as is done in the case of inclusion. Understanding inclusive education: ideals and reality. Inclusive Education and Classroom Practice in Secondary Education 2 ... countries participating in the Classroom and School Practice project. To decide on high ambitions in education is relatively easy, with oversell and weak realization as possible consequences (Cuban 2001). Mitchell, D., ed. There they should have access to differentiated and individualized support, programmes and assessments. In particular, the author brings to attention that the included/excluded dualism apparent in the writings of social inclusion and exclusion cannot be taken at face value. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug P. Understanding inclusive education: ideals and reality. It is possible to see inclusive education as primarily a moral imperative. If the students experience inclusion wherever and whenever they receive teaching, it is of course good for them. 3 (2017): 206–17. I concentrate my comments on elements of general and overall interest. The declaration incorporates all students in danger of segregation and their right to participate in common learning activities within the ordinary school system, regardless of special needs, gender, ethnicity, culture, social background, etc. Dilemmas here could be that students with disabilities taught in ordinary class had less access to specialist services, and that separate settings could result in exclusion and devaluation (Norwich 2008). Richardson, J. G., and J. J. W.Powell. There is no model of inclusive education that suits every country (Graham and Jahnukainen 2011; Miles and Singal 2010; Mitchell 2005a). To the contrary, for a long time there has been a battle about the interpretation of the concept of inclusion (Hansen and Qvortrup 2013). Using quotes from authors, it will be explained how different people view inclusion and integration. The above discussion of teaching quality clearly relates to teacher competence. I refer to it as a masterpiece of rhetoric, easy to accept and difficult to be against or even criticize. Therefore, it is premature to draw any conclusion about agreement. elusive and ‘slippery’ definition of inclusion materialises. This is the institutionalization of the substantial content of the concept, what inclusion is actually about. 1. Some inclusive theorists worry about the consequences of widening the inclusion territory, and criticize the broad definition. 2011. Then research evidence is of less interest, or even irrelevant to decisions about inclusion. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. Inclusion gave more focus on teaching and learning processes, and was supposed to bring about pedagogical changes that integration had not managed (Graham and Jahnukainen 2011). To affect all students positively, at least the broad definition of inclusion will demand a profound change of school structure and mentality, which is also the strategy in the widespread ‘Index for Inclusion’, a handbook to develop learning and participation in schools (Booth and Ainscow 2011). “Quantitative Research Synthesis: Meta-analysis of Research on Meeting Special Educational Needs.” In Handbook of Special Education, edited by L.Florian, 207–221. Today I will give you a list of authors and philosophers name related to Education. Booth, T. 1996. This question deals with research- and evidence-based results, which at present is an issue in current education policy (Kvernbekk 2016). 2008. Some authors even recommend to non-Western societies in the process of developing inclusive schools to skip special education and move directly to inclusive education (Richardson and Powell 2011). As Allan (2008) has concluded: ‘There appears, however, to be deep uncertainty about how to create inclusive environments within schools and about how to teach inclusively’ (10). Cara, M.2013. “Recognising Value Tensions that Underlie Problems in Inclusive Education.” Cambridge Journal of Education1–16. The relationship between ideals and practice is generally weak, which signals a lack of any real political priority, which is one of OECD’s conclusions referred to earlier. 2015. This is a classic validation challenge, to make sure you study what you think you are studying. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug, P. (2017). 2017. This moves inclusion away from the field of disability into the realm of diversity, a terrain that ‘ … now incorporates a more extensive spectrum of concerns and discourses … ’ (Thomas 2013, 474), which is far more complex and demanding to practise. Even the practice of the narrow approach to inclusion varies a lot, and does not reflect the ideal definition as presented here. The content has included elements associated with definitions of inclusive education related both to a horizontal and a vertical dimension, practices of inclusive education, the benefits of inclusive education and teacher competence for inclusive education. inclusion is thought of as all individuals with disabilities belonging in the general education classroom without exception. Also, there will be a comparison to on both of the key terms to see how many different authors view inclusion. Thomas, G., and A.Loxley. “Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming.” British Journal of Educational Psychology77: 1–24. One reason for the introduction of inclusive education was the experiences with integration as the organizational principle for special education during the 1960s. This is in line with the Salamanca Declaration from 1994, which covers all groups of students in danger of facing problems in school because of diversity (UNESCO 1994). “History, Rhetoric, and Reality. DOI: http://doi.org/10.1080/15017419.2016.1224778. This article has discussed the understanding and practices of inclusive education, and the main challenges in developing inclusive education. 2007. Inclusive Education and Classroom Practice in Secondary Education 2 ... countries participating in the Classroom and School Practice project. Why Inclusion? Scandinavian Journal of Disability Research, 19(3), 206–217. As we will see, the empirical evidence is not at all convincing either. To do so will take time and effort. The second explanation is the relationship between national historical, economic, societal, cultural and political traditions and established ideas, values and ideologies as well as practices and models of inclusion. Good teaching means approaches with documented general high effect (Hattie 2009). Definition of inclusion Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities. 1999. Inclusive education specifically focuses on inclusion in education and educational institutions. Improving Schools, Developing Inclusion. Thomas, G.2013. The dominating current use comes from how to organize and teach special education to students with disabilities (Florian 2008), a narrow approach. [city: Oxon]: Routledge. Kvernbekk, T.2016. It is evident that teaching quality is decisive for the students’ learning outcomes. doi: https://doi.org/10.1177/074193250002100505. Scandinavian Journal of Disability Research, vol. Since the Salamanca Statement in 1994, most European countries have acknowledged that inclusive education is an important premise to secure equal educational rights for all persons with varied special educational needs. The reason was that schools did not sufficiently acknowledge their educational needs within the fellowship. Definition of inclusion Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities. 2000. doi: https://doi.org/10.1111/j.1467-8578.2008.00402.x, Florian, L.2014. Contextualizing Inclusive Education. The combination of these dimensions creates the basis for understanding and practising inclusion. Developing Learning and Participation in Schools. Five Key Messages for Inclusive Education. Lack of consistency weakens the policy. An inclusive classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. doi: https://doi.org/10.1080/13632752.2014.883788. That is, inclusion to meet the social and/or academic needs of all students and, finally, inclusion to create communities. A country might have an inclusive policy, but not inclusive practices in schools, and vice versa, that is, have inclusive school practices but not an inclusive policy (Haug 2010; Vislie 2003). In the next part, I refer to a model of inclusion that distinguishes between a horizontal dimension and a vertical dimension of the concept. Then the question is whether these students need teachers with competences corresponding to their special needs. Haug, P., 2017. 2010. Changes are slow, few and there are many setbacks. 5 Howick Place | London | SW1P 1WG. doi: https://doi.org/10.1080/08856257.2014.933551. Peder Haug is professor of education at the Faculty of Humanities and Education, Volda University College. To be able to conclude about how inclusive education actually functions, there has to be a consensus about definitions and practices (Florian 2014). Therefore, to conclude about what research actually has found out about the effects of inclusive education on students’ learning and development is a very confusing and complex task. Hanushek, E. A.2014. It illustrates the dilemmatic character of a multi-oriented concept of inclusion. Rethinking Inclusive Education: The Philosophers of Difference in Practice. IMPACT no. Some aspects of inclusive education have a history that goes back several hundred years (Johnsen 2000). doi: https://doi.org/10.1080/08856250801946236, Florian, L.2008. In spite of an overriding formal normative consensus, it is not possible to find one universally institutionalized definition of inclusive education. This had not happened (Vislie 2003). doi: https://doi.org/10.1080/08856257.2014.933545, Graham, L. J., and M.Jahnukainen. Difference is an essential aspect of human life and development in every aspect of learning, which teachers must be aware of and accustomed to meet. Inclusion involves fellowship and participation in school culture and curricula for all students (Booth 1996). A consequence is that placement has become decisive and has contributed to the notion that inclusive education is mostly about how to organize teaching. 2007. Inclusive education is educating all students in age-appropriate general education classes in their neighborhood schools, with high-quality instruction, interventions, and supports to succeed in the core curriculum. In real life, education policy combines inclusive initiatives with other reform issues. This formulation within a broader educational policy of regular schooling could contest and obscure inclusion (Armstrong, Armstrong, and Spandagou 2011; Kreitz-Sandberg 2015). When deciding where to teach students, Warnock (2005) gives priority to where students experience the highest potential for learning, in combination with a feeling of belonging and well-being. The European Agency for Special Needs and Inclusive Education supports this notion, when they formulate the challenges explicitly in this way: ‘The current debate is no longer about what inclusion is and why it is needed; the key question is how it is to be achieved’ (European Agency for Special Needs and Inclusive Education 2014a, 5). Kavale, K. A., and S. R.Forness. That is the struggle to develop educational quality in classrooms so that all students benefit from inclusive education, regardless of which definition of inclusion one supports. This means that general teaching strategies in widespread use in mainstream education can well be adapted to support students with special needs, and with good results. Academic benefit or other substantial outcomes are not a part of their approach, and do not in any way belong to the objectives they will formulate for inclusive education. “Understanding Inclusive Education: Ideals and Reality”. ‘Taken as a whole … there is lack of a firm research base for inclusive education to support either whether this is a preferable approach in terms of outcomes, or how inclusion should be implemented’ (Lindsay 2007, 16). Scandinavian Journal of Disability Research 19, no. The fact that special education has dominated the debate in the field of inclusive education could have stagnated both practical and theoretical developments. Scandinavian Journal of Disability Research, 19(3), pp.206–217. 11, A Series of Policy Discussions. In practice, research evidence is not at all the only argument on which to base political decisions. Another argument comes from earlier experiences with integration. This has promoted the selling of the inclusive ideas. This reductionist process threatens to narrow the complexity of inclusive education to a single-oriented concentration on students’ placement as the only element, as in earlier integration practice. The practical state of inclusive education in many countries differs widely, between and even within schools. “Approaches to Empirical Research on Inclusive Education.” Scandinavian Journal of Disability Research12 (3): 199–209. Benefit then becomes superior to fellowship and participation when deciding about placement, which also could be an argument for retaining special schools within an inclusive ideology. The extent of special education has increased in many countries, as well as the labelling, diagnosing and even segregation of students with disabilities (Allan 2008; Anastasiou, Kauffman, and Di Nuovo 2015; Graham and Jahnukainen 2011). One perspective is that these students require ‘just’ good all-round teaching (Mitchell 2014). Something that is important, but not independent of the number of opinions and assumptions about the meaning and definition of true education. Most of the international organizations that have shown interest in inclusive education have adopted this wide approach. And why is inclusion so often only mentioned in passing in many policies?’ (Hardy and Woodcock 2015, 117). 2010). The basic ideas behind inclusive education relate to dominating and common democratic values and social justice. 2000. Evaluating Old and New International Perspectives. doi:https://doi.org/10.1080/0305764X.2014.963027. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. “Inklusion i Danmark-hvilke konsekvenser har begrepsdefinitioner for den pædagogiske praksis?” Paideia5: 8–19. European Agency for Special Needs and Inclusive Education. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug, P.. “Understanding Inclusive Education: Ideals and Reality”. For these reasons, a discussion of teacher and teaching competence is relevant. This is a rare standpoint, which represents a segregated discourse of inclusion (Fulcher 1999). The importance of access and placement in inclusive education has received too much attention, at the expense of developing pedagogical quality. 1.Inclusive school practices are synonymous with successful school practices, therefore indicators and targets for school success, including indicators for inclusive practices, must be clearly defined and evaluated provincially, by school districts and by schools, … The students did not receive the adapted teaching they were promised. Competing initiatives, national traditions and lack of far-reaching changes explain weak implementation. [city: London]: Routledge. Then there is no need for distinctive impairment-oriented strategies or other pedagogical specializations for most students (Thomas and Loxley 2007). It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. Johnsen, B. Under the vision of education for all, some countries have actually overlooked the issue of disability, and have not been able to provide education for the most disadvantaged students (Miles and Singal 2010). One meta-study concludes that: The pedagogic approaches which have been shown to be effective are accessible for all practitioners. IMPORTANCE OF INCLUSIVE EDUCATION: THE ROLE OF SCHOOL TEACHERS ¹ R. Mercinah & ² Dr.D.Nirmala (¹ M. Phil. One issue seems to be of importance for all involved, independent of the definition and practice of inclusive education. Smyth, F., M.Shevlin, T.Buchner, G.Biewer, P.Flynn, C.Latimier, JanŠiška, MarioToboso-Martín, SusanaRodríguez Díaz, and M. A. V.Ferreira. An inclusive school or classroom can only be successful when all students feel that they are truly part of the school community. In principle, it is possible to generalize the same notion of competence to all groups of students in need of special support in school. [city: København]: NSU Press. Meta-studies show that such general teaching strategies give the best results for most students (Florian 2008; Kavale 2007; Mitchell 2014; Norwich and Lewis 2007). The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well.For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure that learning goals are aligned … Sure you study what you think you are consenting to our use of cookies necessarily belong to learning! A definition of inclusion have few negative positions or limitations ( Norwich )! ( Miles and Singal 2010 ) to unravel the complexities of inclusion materialises included! And teaching contradict this policy selling of the international organizations that have shown interest in inclusive have! With ambitious activities and practices as promised, independent of the definition presented the. 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