the importance of inclusive education essay

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Why inclusive education is important for all students

Truly transformative education must be inclusive. The education we need in the 21st century should enable people of all genders, abilities, ethnicities, socioeconomic backgrounds and ages to develop the knowledge, skills and attitudes required for resilient and caring communities. In light of pandemics, climate crises, armed conflict and all challenges we face right now, transformative education that realizes every individual’s potential as part of society is critical to our health, sustainability, peace and happiness. 

To achieve that vision, we need to take action at a systemic level. If we are to get to the heart of tackling inequity, we need change to our education systems as a whole, including formal, non-formal and informal education spaces .

I grew up in the UK in the 1990s under a piece of legislation called Section 28 . This law sought to “ prohibit the promotion of homosexuality ” and those behind it spoke a lot about the wellbeing of children. However, this law did an immense amount of harm, as bullying based on narrow stereotypes of what it meant to be a girl or a boy became commonplace and teachers were disempowered from intervening. Education materials lacked a diversity of gender representation for fear of censure, and as a result, children weren’t given opportunities to develop understanding or empathy for people of diverse genders and sexualities. 

I have since found resonance with the term non-binary to describe my gender, but as an adolescent, what my peers saw was a disabled girl who did not fit the boxes of what was considered acceptable. Because of Section 28, any teacher’s attempts to intervene in the bullying were ineffective and, lacking any representation of others like me, I struggled to envisage my own future. Section 28 was repealed in late 2003; however, change in practice was slow, and I dropped out of formal education months later, struggling with my mental health. 

For cisgender (somebody whose gender identity matches their gender assigned at birth) and heterosexual girls and boys, the lack of representation was limiting to their imaginations and created pressure to follow certain paths. For LGBTQ+ young people, Section 28 was systemic violence leading to psychological, emotional and physical harm. Nobody is able to really learn to thrive whilst being forced to learn to survive. Psychological, emotional and physical safety are essential components of transformative education. 

After dropping out of secondary school, I found non-formal and informal education spaces that gave me the safety I needed to recover and the different kind of learning I needed to thrive. Through Guiding and Scouting activities, I found structured ways to develop not only knowledge, but also important skills in teamwork, leadership, cross-cultural understanding, advocacy and more. Through volunteering, I met adults who became my possibility models and enabled me to imagine not just one future but multiple possibilities of growing up and being part of a community. 

While I found those things through non-formal and informal education spaces (and we need to ensure those forms of education are invested in), we also need to create a formal education system that gives everyone the opportunity to aspire and thrive. 

My work now, with the Kite Trust , has two strands. The first is a youth work programme giving LGBTQ+ youth spaces to develop the confidence, self-esteem and peer connections that are still often lacking elsewhere. The second strand works with schools (as well as other service providers) to help them create those spaces themselves. We deliver the Rainbow Flag Award which takes a whole-school approach to inclusion. The underlying principle is that, if you want to ensure LGBTQ+ students are not being harmed by bullying, it goes far beyond responding to incidents as they occur. We work with schools to ensure that teachers are skilled in this area, that there is representation in the curriculum, that pastoral support in available to young people, that the school has adequate policies in place to ensure inclusion, that the wider community around the school are involved, and that (most importantly) students are given a meaningful voice. 

This initiative takes the school as the system we are working to change and focuses on LGBTQ+ inclusion, but the principles are transferable to thinking about how we create intersectional, inclusive education spaces in any community or across society as a whole. Those working in the system need to be knowledgeable in inclusive practices, the materials used and content covered needs to represent diverse and intersectional experiences and care needs to be a central ethos. All of these are enabled by inclusive policy making, and inclusive policy making is facilitated by the involvement of the full range of stakeholders, especially students themselves. 

If our communities and societies are to thrive in the face of tremendous challenges, we need to use these principles to ensure our education systems are fully inclusive. 

Pip Gardner (pronouns: They/them) is Chief Executive of the Kite Trust, and is a queer and trans activist with a focus on youth empowerment. They are based in the UK and were a member of the Generation Equality Youth Task Force from 2019-21. 

A Journey to the Stars

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In recent years, there has been a growing emphasis on the concept of inclusive education, which represents a significant shift from traditional educational practices. This shift is aimed at embracing diversity, equity, and accessibility in education. It seeks to accommodate all learners, regardless of their backgrounds, abilities, or differences.

What is Inclusive Education?

Inclusive education is a practice that aims to provide all students, regardless of their abilities or disabilities, with equal access to education. It addresses and responds to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education.

Importance of Inclusive Education

Inclusive education is important because it promotes diversity, equity, and social justice. It recognizes that every student is unique and has different learning needs, and it seeks to create an environment that is responsive to those needs. Inclusive education also helps to build a sense of community and belonging among students, which can lead to better academic and social outcomes.

Benefits of Inclusive Education

Inclusive education benefits all students, not just those with disabilities. It promotes a positive learning environment that values diversity and encourages collaboration and teamwork. It also helps to develop empathy and understanding among students, which can lead to more inclusive and accepting communities.

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Understanding the Principles of Inclusive Education

Equality and diversity highlights that all students, regardless of their background or abilities, should have equal access to education and be treated with respect and dignity.

Collaboration and partnership promotes educators, parents, and students to work together to create an inclusive learning environment that meets the needs of all learners.

Access and participation are key principles of inclusive education. It aims for all students to be provided with the same educational opportunities and should be encouraged to participate fully in the learning process.

Empowerment and autonomy are also important principles of inclusive education. It means that students should be encouraged to take ownership of their learning and should be empowered to make decisions about their education.

Implementing Effective Inclusive Education Practices

Identifying and addressing barriers to inclusion is an important step in implementing effective inclusive education practices. This includes providing additional support and resources to students with disabilities, as well as modifying the curriculum to meet the needs of all learners.

Creating a supportive and inclusive learning environment is also important. This may involve creating a classroom culture that values diversity and encourages collaboration and teamwork.

Providing appropriate resources and support is essential for implementing effective inclusive education practices. This may involve providing special education teachers, aides, or other support staff with the tools they need to offer more effective instruction. It may also involve providing assistive technology or other accommodations.

Encouraging active participation and engagement is also important. This may involve providing opportunities for peer support and mentoring, or it may involve creating individualized education plans (IEPs) that address the unique needs of each student.

Best Practices for Inclusive Education

Universal Design for Learning (UDL) is another best practice for inclusive education. It involves modifying the curriculum to meet the needs of all learners, including those with disabilities.

Differentiated instruction is another best practice for inclusive education. It involves modifying the curriculum to meet the needs of all learners, including those with disabilities.

Peer support and mentoring is also a best practice for inclusive education. It involves providing opportunities for students to support and mentor each other, which can lead to increased engagement and better academic outcomes.

Individualized Education Plans (IEPs) are also a best practice for inclusive education. They involve creating a personalized plan for each student that addresses their unique needs and learning goals.

Inclusive education is a philosophy that aims to provide all students with equal access to education. It is based on principles of equality, diversity, collaboration, access, participation, empowerment, and autonomy. Implementing effective inclusive education practices involves identifying and addressing barriers to inclusion, creating a supportive and inclusive learning environment, providing appropriate resources and support, and encouraging active participation and engagement. Best practices for inclusive education include Universal Design for Learning, differentiated instruction, peer support and mentoring, and individualized education plans (IEPs). It is important to recognize the importance of inclusive education for all students and to take action to implement effective practices in our schools and communities.

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Empowering Diversity: Inclusive Education as a Catalyst for Change

New York, 13 June 2023: In a bid to champion the cause of inclusive education and its pivotal role in promoting human rights and sustainable development, a side event titled "Inclusive Education: an imperative for advancing human rights and sustainable development" was jointly organized by UNESCO , Inclusion International , and the Permanent Missions of Portugal and Colombia to the United Nations. The event, held on the margins of the 16 th session of the UN Conference of State Parties (CoSP) , aimed to raise awareness and highlight the significance of inclusive education in empowering individuals with disabilities and ensuring their complete integration into society.

Moderated Ms. Connie Laurin-Bowie, Executive Director at Inclusion International , the opening segment featured Ms. Estelle Zadra, Liaison Officer at the UNESCO Office in New York, and H.E. Ms. Ana Sofia Antunes, Secretary of State for Inclusion of Portugal .  

Drawing attention to the need for safe environments for children with disabilities, the representatives from UNESCO emphasized the importance of inclusive education systems. Referring to the Transforming Education Summit , where UN Member States committed to transforming education, it was noted that 87% of these commitments highlighted the necessity of addressing the needs of vulnerable learners and ensuring more inclusive educational opportunities.

Mrs. Zadra passionately invoked the essence of the Salamanca Statement , “ Those with special educational needs must have access to regular schools which should accommodate them within a child- centered pedagogy capable of meeting these needs” emphasizing the urgent need to develop and implement inclusive educational policies that uphold equal opportunities for all learners, with a particular focus on those with disabilities. Her words rang with the power of conviction, a call to action for the transformation of educational systems to embrace the wide diversity of learners.

H.E. Ms. Ana Sofia Antunes seized the moment to shine a spotlight on Portugal's journey toward inclusive education. She celebrated the progress made between 2008 and 2018, while also recognizing the importance of continuously improving systems to recognize the competencies of every child. Her words stirred hope, a testament to the power of policy and implementation working in tandem to create an inclusive and empowering educational landscape.

During the interactive panel discussion, a powerful video presentation by Mr. Danny Dickson and Ms. Stephanie Gotlib. Stephanie shared her son Adam's story —a child with autism and intellectual disability. Adam's joy at the local preschool, where his diversity was celebrated, turned into a challenging ordeal when he was compelled to join a segregated education center.  Unfortunately, the new educational setting failed to provide the appropriate support and understanding, underscoring the need for mandatory inclusive education training for teachers to prevent such experiences and ensure every child receives the support they rightfully deserve.

Ms. Daniela Gissara, Assistant Director of International Partnerships at Perkins School for the Blind , and Ms. Ruchi Singh, from Disability Inclusive Education at the World Bank , stepped forward to stress the importance of prioritizing scalable models of inclusive education and asked how can the teacher create classroom where every children belongs, highlighting Brazil’s success story. Echoing the intervention MS. Singh shared World Bank's innovative approach to inclusive education as effective mechanisms for moving forward and ensuring that every child has the fundamental right to learn.

Representing the International Disability Alliance , Mrs. Diane Richler emphasized the critical distinction between integration and inclusion, highlighting that mere enrollment of children with disabilities in school falls short if they experience segregation. Recognizing this distinction is crucial for ensuring equal access to curriculum and teaching, Arlene B. Tickner, Colombia's Deputy Permanent Representative to the UNs, echoed this sentiment and emphasized the urgent need for mandatory inclusive education training for teachers before they enter the profession.

In conclusion, Mr. Danny Dickson stressed the importance of access to information, support, and inclusive education experiences for children with disabilities. He emphasized the need to advocate for their rights, end segregated education, provide equal opportunities and curriculum, and ensure their right to learn like everyone else.

The event served as a reminder of the transformative power of inclusive education and the collective effort required to create an inclusive and empowering educational environment for all.

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Inclusive Education: Advantages and Disadvantages Essay

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Introduction

Disadvantages.

Inclusive education is a modern concept within which differently-abled students are put in classrooms that are appropriate for their age and meet their needs. Thus, students with special needs do not attend separate classes, nor are they institutionalized. Even though the idea of inclusive education and general classrooms might make sense on paper, there are both advantages and disadvantages to its implementation, which I will discuss in the present paper.

The first and main disadvantage of general classrooms is better learning outcomes in students with disabilities. Inclusive education encourages academic attainment, as in receiving higher grades and spending more hours per day and more years in general in school – something that might be dismissed by an institution. Tehir et al. discovered that school students with disabilities who went to inclusive schools had more chances to enter post-secondary education as compared to their peers who studied separately (15).

As for non-disabled students attending inclusive school, studies have found that the presence of people with special needs in the classroom had whether a neutral or positive impact on their learning experiences. Tehir et al. monitored the academic achievements of non-disabled students in the same classes as students with Down syndrome and revealed that in a year’s time, their grades had not deteriorated (9). As for me, interaction with students with special needs taught me compassion and respect towards those who are different from me.

Reforming education to make it more inclusive is a complicated process for everyone involved. First, we cannot make generalizations about people with special needs: for instance, some disorders allow them to retain high functionality. On the other hand, a number of disorders might be extremely disruptive to the learning process. Tehir et al. state that putting several students with severe mental and emotional issues in a single classroom present a significant challenge for a teacher (8). Other students may also suffer as the teacher’s attention is reoriented away from them.

Further, there might be a discrepancy between the ideal that a school seeks to attain and the level of preparation. Putting special needs students in general classrooms cannot and should not precede changing and equipping spaces with necessary gadgets and pieces of furniture. This fact leads me to the next point – financial issues derived from inclusive education implementation. Many schools are underfunded and have to be very thoughtful about the distribution of resources. Accommodating students with disabilities might drain money from other much-needed or urgent expenses. Lastly, teachers may lack training and experience in handling students with special needs, which may result in burnout and job dissatisfaction.

In alignment with the concept of inclusive education, a school should seek empowerment through diversity and support and encourage all students despite the challenges they might have. Studies have shown that joining their peers at inclusive schools helps students with disabilities to receive better grades and have brighter perspectives. However, the implementation of the concept might be strenuous and put a burden on teachers and non-disabled students and challenge a school financially.

Tehir, Thomas, et al. A Summary of the Evidence on Inclusive Education . 2016. Web.

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1. IvyPanda . "Inclusive Education: Advantages and Disadvantages." June 13, 2021. https://ivypanda.com/essays/inclusive-education-advantages-and-disadvantages/.

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Home — Essay Samples — Education — Special Education — Inclusive Education Implementation

Inclusive Education Implementation

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Published: Nov 19, 2018

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Home / Essay Samples / Education / Special Education / Inclusive Education: Empowering Students with Special Needs

Inclusive Education: Empowering Students with Special Needs

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The Concept of Inclusive Education

Background of the inclusive education programme, need and importance of inclusive education, conclusions.

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