In the course of this paper, the aim is to focus your attention on some key aspects about inclusive education and inclusive practices.
The question that arises upon the course of this paper is ‘To what extend can inclusive schools provide help for students with special needs and how can equity be implemented in education?’ which will be answered in the course of this paper.
Special education systems have developed in order to provide help for children with special educational needs. Including and educating children with special needs in mainstream schools is an important policy goal for many countries all over the world. The aim of educating disabled students in mainstream schools is to accept the rights of every individual and make it possible for them to have access to regular schools.
Table of Contents
1 Discussion of inclusive education in general
1.1 What does ‘inclusion’ mean?
1.2 Which group of people is in need of inclusive education?
2 How to apply inclusion
2.1 The teacher
2.2 The school
2.3 The setting
2.4 The curriculum
3 The correlation of inclusion and equity
3.1 Using Equity audits to close achievement gaps
Objectives and Topics
The primary objective of this paper is to examine the fundamental aspects of inclusive education and its practical application within modern school settings. It explores the transition from segregated special education systems to integrated models, focusing on how inclusive practices can be effectively implemented to ensure that every student, regardless of their individual characteristics, receives equitable educational opportunities.
- The historical development and terminology of inclusive education.
- Key factors for successful implementation, including teacher attitude, school resources, and curriculum design.
- The essential link between inclusion, equity, and educational ethics.
- Strategies for managing diversity and creating inclusive learning environments.
- The use of equity audits to identify and bridge achievement gaps.
Excerpt from the Book
1.1 What does ‘inclusion’ mean?
In many countries in the Western World, there has been an attempt to develop a widely accepted system of special schools. The goal was to educate pupils with special needs in the best possible way. However, the view of special education has changed since the segregation of these pupils is perceived as unacceptable (cf. Hegarty/Meijer/Pijl 1997, p. 1). ‘The prevailing view is that they should be educated together with their peers in regular education settings.’ (Hegarty/Meijer/Pijl 1997, p.1) This means that the separation of regular and special education is replaced by one single system which includes a wide range of pupils. In this system, all pupils have access to the same educational system and therefore get to attend the same school. Inclusion is deemed as ethical and premised on principles of care, fairness, justice and equity, which makes it a basic human right.
Summary of Chapters
1 Discussion of inclusive education in general: This chapter defines inclusion as a paradigm shift from segregated special education to a unified system, highlighting that all students have a fundamental right to equitable education regardless of their differences.
2 How to apply inclusion: This section examines the practical implementation of inclusion, focusing on the roles of teachers, school-level resources, physical learning environments, and curriculum planning as vital prerequisites for success.
3 The correlation of inclusion and equity: This chapter explores the ethical connection between inclusion and equity, arguing that inclusive settings require an equitable approach to meet individual student needs, and introduces the concept of equity audits to measure and improve educational outcomes.
Keywords
Inclusive education, Special educational needs, Equity, Equality, Mainstream schools, Teacher attitude, Curriculum, Diversity, Inclusion, Educational ethics, Ableism, Equity audits, Student achievement, Learning environment, Disability support.
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper focuses on the development of inclusive education practices and how they can be applied to ensure the full participation and engagement of all students in mainstream school settings.
What are the central themes discussed in the text?
The central themes include the shift from segregated to inclusive education, the critical roles of educators and school infrastructure, and the vital relationship between equity and educational inclusion.
What is the primary research question?
The core inquiry is: 'To what extent can inclusive schools provide help for students with special needs and how can equity be implemented in education?'
Which scientific methods are applied in the study?
The paper utilizes a literature-based analytical approach, synthesizing current theories and frameworks regarding inclusive pedagogy, ethical principles in teaching, and educational policy from international experts and organizations like the OECD.
What specific factors for successful inclusion are addressed in the main body?
The main body examines four key factors: the teacher's attitude and competence, the quality of school resources, the physical and social setting of the classroom, and the strategic design of the curriculum.
Which terms are most relevant to the study?
Key terms include inclusive education, equity, ableism, special educational needs, mainstreaming, and educational ethics.
How does the author define the difference between inclusion and integration?
The text clarifies that 'inclusive education' entails a diverse student body attending the same school as a single system, whereas 'integration' refers to the act of placing special needs students into the mainstream, often without fundamentally changing the overarching system.
What are 'Equity audits' as mentioned in the final chapter?
Equity audits are models based on specific indicators, such as programmatic, teacher quality, and achievement metrics, used to evaluate schools and identify where support is needed to close achievement gaps.
- Quote paper
- Rüya Arel (Author), 2018, Inclusive education and inclusive practices. Applying inclusion in educational settings, Munich, GRIN Verlag, https://www.grin.com/document/1158308
