what is the inclusive education essay

Inclusive Education’ Benefits Essay

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Nowadays, the US society undergoes the period of cultural expansion, and the fast pace of social diversification raises the topical issue of equality in education. Multiple international education standards and goals emphasize the importance of inclusive school environments in the process of social integration. With this in mind, I would like to talk about a few potential benefits of inclusion.

One of the most significant benefits of inclusion is that it helps culturally, linguistically, and physically diverse students to fulfill their developmental needs more efficiently than isolated education models do. As stated by McGovern (2015), the IDEA requires US public schools to arrange inclusive class contexts to support the learning process of students with disabilities and benefit them academically. Additionally, the research evidence reveals that social interactions experienced by disabled children in inclusive classes positively affect their psycho-emotional state and improve their overall performance. The case study conducted by Staub (2005) makes it clear that relationships between disabled and non-disabled children help them to generate more positive emotions, which are usually not observed in restrictive school environments. In this way, inclusion impacts the overall condition of children with disabilities in a favorable way.

Secondly, inclusive settings allow students with special needs and their families to become part of the community. Being involved in a regular classroom can help students with special needs to fit in the society in the future more easily. Inclusion facilitates the development of vital socialization skills, independence, and autonomy in those students. It is especially important during early childhood development because, throughout the period of attending the primary school, students undergo a substantial stage of cognitive, emotional, and psychological development and gain awareness of their social, personal, and academic roles – it is the time when children form competencies needed for future success (Pasta et al., 2013). Comparing to inclusive environments, non-inclusive classrooms do not provide sufficient opportunities for students to experience life to its full extent. Moreover, it is observed that families having their children in inclusive schools feel more integrated and accepted in their community as they begin to interact more often with other parents whose children attend classes (Jeter, n.d.).

Since an inclusive learning environment implies the presence of a drastic difference in students’ abilities and needs, it allows teachers to obtain greater professional experience and achieve a higher level of expertise. Through interaction with diverse students, educators learn about children’s development and raise awareness of their specific needs (Pasta et al., 2013). The alignment of personal experience and knowledge gained through educator-child interactions helps teachers to arrange instruction practices and activities that are suitable for the skills and psychological states of all students. Understanding children’s needs allow teachers to generate a better sense of diversity and social responsibility and comprehend the significance of their own social role more clearly.

Inclusion teaches nondisabled students to respect diversity, be more compassionate, and responsive. The placement of students with special needs in mainstream classes may favorably impact their peers. One of the case studies reveals that the active involvement of nondisabled students in the process of class management can help to improve the behavior of children with different learning disabilities who may act in an “inconsistent” and unpredictable way at first (Wurzburg, n.d.). In the case of Peter, a student with Down’s syndrome, who was very distracting and even aggressive when he just entered the inclusive class, peer-management stimulated significant enhancement in his behavior.

Other students established a dialog with him and tried and are patient when he acted in an abnormal way (Wurzburg, 1992). The students thus learned to be more attentive and tolerant. Through active participation in Peter’s learning process and close communication with him, they learned to resolve conflicts and cultivated sensitivity towards the needs of other people. Inclusion provides an opportunity for non-disabled students to obtain a real-life experience of interaction with people who differ from them and develop a greater awareness of the issues associated with social differences, inequality, and inclusion.

Inclusive education plays an essential role in promoting social equality. The school is a vital institution that provides the skills and knowledge needed for the improvement of all spheres of life and support of healthy social practices. The classroom itself represents a micro-social environment in which children learn about commonly accepted values and beliefs, which consequently affect their personal identities, decisions, and actions. Nowadays, when a lot of stereotypes about disability, gender, or race are both explicitly and implicitly promoted via numerous information sources, inclusion may be regarded as core to the achievement of high-quality education for diverse students and the development of more integrated and friendly society.

According to UNICEF (2011), inclusive education does not imply a mere efficient allocation of resources and additional investments but refers to the fundamental shift in values and beliefs on which the current education system is based. When the majority may tend to believe that people with disabilities have a limited capacity in developing skillfulness and knowledge, the inclusive school environment provides them with a chance to achieve their full potential and generate a positive self-image. At the same time, observing a disabled person’s achievement may help to dispel existing stereotypes in other members of the school community. In this way, inclusion may stimulate the acceptance of the fact that any individual can participate in advancing the development of the entire world.

Overall, inclusion has essential meaning because it aims to support diversity and provide disabled, economically disadvantaged individuals, as well as children from minor ethnic and racial groups, with equal opportunities to become well-educated and valuable members of our society. It helps children to develop positive self-identities and improve skills of social interactions. Therefore, we should strive to make our schools more inclusive.

Jeter, R. (n.d.). The benefits of inclusion in early childhood programs . Web.

McGovern, M. (2015). Least restrictive environment: Fulfilling the promises of idea. Widener Law Review , 21 (1), 117-137.

Pasta, T., Mendola, M., Prino, L. E., Longobardi, C., & Gastaldi, F. G. (2013). Teachers’ perception of the relationship with pupils having specific learning disabilities. Interpersona, 7 (1), 125-137.

Staub, D. (2005). Inclusion and the other kids: Here’s what research shows so far about inclusion’s effect on nondisabled students . Web.

UNICEF. (2011). The Right of children with disabilities to education: A rights-based approach to inclusive education in the CEECIS region . Web.

Goodwin, T. C. (Producer), & Wurzburg, G. (Director). (1992). Educating Peter [Motion picture]. United States: Direct Cinema Limited.

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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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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. 

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What you need to know about inclusion in education

Why does unesco consider inclusion in education important  .

Despite significant progress in the last decade, millions are still denied their right to education and learning opportunities continue to be unequally distributed. Globally, one in five children, adolescents and youth, are entirely excluded from education. Poverty, location, gender, language, disability, ethnicity, religion, migration or displacement status are among factors that continue to dictate and limit opportunities. Nearly 40% of children do not have access to education in a language they understand, and children with disabilities continue to be disproportionally excluded from school. Three quarters of all primary-age children - 9 million- who may never set foot in school are girls. Moreover, since 2000, an upsurge in migration and displacement has led to a 26% increase of migrant and refugee children globally, making their inclusion in national education systems an imperative. Before the Covid-19 pandemic, 20 per cent of children and young people faced exclusion from education on a daily basis. The crisis has made some inequalities more visible, widened existing disparities and led to new inequalities and exclusion in education particularly for marginalized and disadvantaged groups. Some 40% of the poorest countries could not support learners at risk during the pandemic, further demonstrating the fragility of the right to education.  

How does inclusion relate to the right to education?  

The right to education aims to ensure everyone achieves their human right to access quality education throughout life. An inclusive approach to education means that each individual’s needs are taken into account and that all learners participate and achieve together. It acknowledges that all children can learn and that every child has unique characteristics, interests, abilities and learning needs. Special focus is placed on learners who may be at risk of marginalization, exclusion or underachievement. For example, where a child has a disability he or she would not be separated from other learners in school and learning assessments and progress would take the disability into account. 

​​​​​​​How does UNESCO work to ensure inclusion in education?

UNESCO focuses on the inclusivity of the whole education system rather than trying to remove barriers one by one; the emphasis is on how to transform existing systems rather than on how some learners can be integrated into them. It promotes education systems that are based on gender equality, that respect diverse needs, abilities and characteristics and eliminate all forms of discrimination in the learning environment. UNESCO helps Member States develop and implement inclusive policies and programmes which reach excluded and marginalized groups and provide them with quality education and helps governments and partners translate policy into inclusive curricula, pedagogy and teaching and programme design and delivery. Among marginalized and vulnerable groups, UNESCO pays special attention to children with disabilities as they are overrepresented in the population of those who are not in education. Indigenous people also continue to experience exclusion within and from education. 

​​​​​​​Why is language diversity important? 

Learners may be excluded if learning is conducted in something other than their mother tongue. In addition, multilingual education based on the mother tongue (s) in the early years of schooling plays a key role in fostering respect for diversity and a sense of interconnectedness between countries and populations. Yet linquistic diversity is increasingly threatened as more and more languages disappear. Globally 40 per cent of the population does not have access to an education in a language they speak or understand. Multilingual and multicultural societies exist through their languages which also transmit and preserve traditional knowledge and cultures in a sustainable way.  

What makes an inclusive learning environment? 

There are many aspects to be considered in creating an inclusive learning environment including the development of policy with an inclusive lens, adequate and disaggregated data about learners, curriculum, teacher ability and attitudes, language and communication, assistive technology, physical access including transport, and community and family involvement. Children with disabilities are over-represented in the population of those who are not in education. Globally, there are between 93 million and 150 million children living with a disability – 80 per cent of whom live in developing countries. Children and youth with sensory, physical, or learning disabilities are two-and-a-half times more likely than their peers to never go to school. Where disability intersects with other barriers, such as gender, poverty, or remoteness, the risk of exclusion is greater still.  

What is the Cali Commitment to equity and inclusion in education?  

At the International Forum on Inclusion and Equity in Cali, Colombia in 2019 young people,  government officials, educators, civil society, and multilateral organizations representatives pledged themselves to the Cali Commitment , a reaffirmation of the international human rights agenda reflected in the Sustainable Development Goals and the Education 2030 Framework for Action, which recognizes the urgent need to provide equitable and inclusive quality education for all learners, from the early years through compulsory schooling, technical and vocational education and training, higher education, and lifelong learning. It calls on governments to step up efforts to achieve inclusion in education with special emphasis on the role of civil society and the involvement of marginalized groups.

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