INCLUSIVE EDUCATION

1.1 Introduction
Welcome to our first lesson on inclusive education. Some research facts indicate that around
the world, children are excluded from schools where they belong because of disability, race,
language, religion, gender, and poverty. However, every child has the right to be supported
by their parents and community to grow, learn, and develop in the early years, and, upon
reaching school age, go to school and be welcomed and included by teachers and peers alike.
When all children, regardless of their differences, are educated together, everyone benefits—
this is the cornerstone of inclusive education. Inclusive education values diversity and the
unique contributions each learner brings to the classroom. In a truly inclusive setting, every
child feels safe and has a sense of belonging. Learners and their parents participate in setting
learning goals and take part in decisions that affect them. School staff have the training,
support, flexibility, and resources to nurture, encourage, and respond to the needs of all
learners. Inclusive systems provide quality education for all children and are instrumental in
changing discriminatory attitudes. Schools provide the context for a child’s first relationship
with the world outside their families, enabling the development of social relationships and
interactions.

1.2 Lesson Learning Outcomes

By the end of this lesson, the learner will be able to:
1.2.1. Explain the key terms/concepts related to inclusive education.
1.2.2 Analyze developmental milestones from segregation to inclusion of learners with
special needs.
1.2.3 Discuss the concept of inclusive education by Save the Children International
1.2.1 Terms and concepts related to inclusive education
Several definitions and descriptions of inclusive education have been advanced with none
truly agreed upon. The definitions and concepts vary according to differing perceptions of
what inclusive education really is.
In addition to the slides given. Watch video 1, video 2, video 3 and explain the terms defined
in these videos. Make short notes from each video.

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What are the principles of inclusive education?
An inclusive education is one where all students of all capabilities have the opportunity to
grow and learn. This means providing each student and parent with access to accurate
information on their learning through ongoing formative and summative assessment of each
student's progress.
The following guiding principles—equity, safety, leadership and empowerment and do no
harm—should be reflected in all efforts to address disability inclusive education, much like
they are for integrating gender into education programming.
Equity. Equitable access to and retention in quality learning from early grades to higher
education, as well as workforce development opportunities, is necessary to address
inequalities and to close gaps. Working toward equity in education programming requires
removing barriers to enrolment, retention, and completion of education, as well as ensuring
quality of teaching and learning. Equity in learning implies supporting inclusive pedagogy
and learning practices.
To address equity, it is essential that education programming address the policy environment
in which it is operating, support universal design for learning and teaching processes, and
respond to economic or social barriers to education.
Equity is measured by disaggregation (by sex) of data in enrolment, access and retention
measures, and learning outcomes data by age bands, gender, disability types, and LGBT
and/or intersex identities. Equity also means improving the public education system for
learners with disabilities and not creating or supporting parallel systems of education that
segregate students with disabilities from their peers.
Safety. Unsafe learning environments and travel to and from school are some of the main
barriers affecting retention and learning outcomes for learners with disabilities. Safety in
education programming—i.e., physical and emotional safety and psycho-social support in the
learning environment, particularly in crisis and conflict contexts—requires addressing school-
related, identity-based violence and marginalization.
The drivers of identity-based violence are largely based in harmful gender and social norms,
which shape the inequalities and marginalization reflected in learning spaces. To address
safety, education programming should mitigate and reduce identity-based violence and
marginalization, provide socio-emotional learning, and transform harmful social norms.
Leadership and Empowerment. Contributions to, and agency in, society beyond the
classroom is core to the sustainability of education programming. Inclusive education
programming addresses how school-based activities can empower students to shape their own
decision-making and critical thinking, influencing their employment prospects and
contribution to society. To address leadership and empowerment, education programming
should include soft skills training, mentoring, healthy behavior, civic engagement, and
accessing workforce opportunities and advancement opportunities.
Do No Harm: Many general education teachers have not yet acquired skills and knowledge
of how to support children with disabilities’ various needs in mainstream inclusive

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classrooms. Appropriate steps should be taken to ensure that children with disabilities can
successfully reach their optimum potential for learning in the general education classroom
without losing supports that they may have previously received in special school settings. As
countries move to make their education systems more inclusive, long term strategic planning
and care is required to ensure mainstream schools and teachers are properly equipped to
provide education and related supports to children with disabilities. To address ‘Do No
Harm’, education programming should analyze whether an education system currently has
the capacity to teach and support the diversity of learners in the classroom and look to
strengthen the entire education system, including higher education, so that teachers are
prepared. The transition from special schools to inclusive schools must be well-planned and
often requires a phased approach to ensure children arrive at schools that are ready to accept
them.
Qualities of a good teacher in an inclusive setting
Teaching in an inclusive setting means an interaction in which the leaner, and the teacher the
material, the environment and the teacher participate in facilitation of learning.
Your role as a teacher is to manipulate the environment to facilitate learning while at the
same time considering learners diversity.You should manipulate the environment by:
1. Ensuring positive classroom environment. (positive attitude)
2. Using appropriate teaching methods and techniques to accommodate for all learners.
(Competent)
3. Using variety of learning resources. (flexible and creative)
4. Reinforcement of learners responses. (having high expectations towards all learners)

In an inclusive setting this sounds easy but it is difficult to achieve in an inclusive setting
especially where the teacher has diversity of learners in the same setting. The teacher needs to
plan especially using individualized education Program (IEP) to cater for many diverse needs
as possible. Inclusive teaching needs recognizing individual differences in the learners
regarding choosing educational materials and teaching methods. This will ensure learning
needs for the children are catered for as the teaching will only be considered successful when
children demonstrate they have learnt what was intended to.
Qualities of a good teacher while teaching
1. A good communicator. This skill in teaching and learning process involves sending and
receiving messages. The teacher should pass the message clearly to the learners using
appropriate language that is age appropriate he or she should know the following
techniques :-- Verbal instruction using verbal communication speaking clearly
- Modelling (observation learning) where an opportunity is created for the learners to observe
somebody performing a task and then imitate. However in an inclusive setting learners with
visual Impairment may not benefit.
- Prompting. This requires sequencing of learning unit in small sections so that you can
quickly signal the learner to perform the activity or
give the response required during the process. Apply prompts only when necessary to ensure
learner success. Prompts can be manual, gestural or oral.

2. Knowledgeable and skilled - knowledge in special needs education is extremely

necessarily. A teacher should have the ability to address the needs of his or her learners. A
teacher should be Knowledgeable with:

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 a. Barriers within outside that may hinder learning.
b. Skills in teaching and learning approaches.
c. Use of assistive and adaptive education.

d. Support systems in schools and community

3. Positive attitude towards all learners- attitudes play a major role in an inclusive setting. A
good teacher must understand learners needs and ensure they benefit from learning
experiences without being ridiculed by others. Make your learners feel good. and enjoy being
members of a class show them that you care. In the classroom make the learners feel liked
and accepted your positive and caring attitude will be seen in the way you support and
encourage and include all learners in all learning activities as active members. You show that
you have a positive attitude by:
 Speaking to learners in clear friendly voice.
 Use simple Language along with gesture pictures among others.
 Praise and encourage successful attempt by learners.
 Call learners by their names as this will show that you recognize them as individuals.
 Smile a lot.
 Look at them as you speak to them.
 Be physically near.
 Give them individual attention avoid things like flawing when they do wrong or
criticizing their performance. Instead of guiding them let them know their efforts
however small are appreciated as this build confidence, self esteem, and
encouragement which is key to success.
4. A good classroom manager. The key to successful class management is how you manage
the classroom as seen in how desks and groups are arranged, how educational materials are
prepared and used, how learners are motivated and encouraged to participate.
Note learners are likely to change your classroom management strategies for example
arrangement of desks and group area will be modified for learners using wheel chairs and
those with visual Impairment.
5. A good collaborator. Collaboration is working together towards the main goal for example
in your class you have a learner with head problems which require you to collaborate with
physician on implication of medication to learning. Collaboration can also take the following
forms:
 Special needs teacher assisting in curriculum adaptation.
 The parents coming in to give medical history of children to enable the teacher to
know right strategies to be put in place.
 Organizing seminars and conferences
 Inviting a role model to talk to learners.

HISTORICAL DEVELOPMENT OF INCLUSIVE EDUCATION IN THE US.

History of Inclusion During the early part of America's history, educators believed that
students with disabilities should be put in separate programs. They perceived this as the best
way for all students to receive a quality education. They believed that people with disabilities
should be hidden or isolated. During the 1800's and early 1900's, "segregation of children
with disabilities was seen as necessary for efficient classroom and school operation"
(Osgood, 2005, p. 22).

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It was not until the mid-1960's, that there was a movement in education to maximize the
participation of students with disabilities into general education classrooms. At that time,
millions of children were being excluded from receiving an appropriate education because
they had a disability. According to Kavale and Forness (2000), after special education came
under deep scrutiny, there was a strong anti-segregation movement to make a move to
include all children in education. This paved the way for a new initiative in education. In
1975, the Individuals with Disabilities Education Act (IDEA) was passed into federal law. It
stated that children with disabilities have the right to an education in the least restrictive
environment with their peers that do not have disabilities.
IDEA also required that various alternative placement options be available to assure that
students' individual needs were being met. After this law was put into place, schools
generally interpreted it to mean that they should only mainstream students with mild
disabilities, for example, those with learning disabilities and those eligible for speech and
language services. Villa and Thousand (2003) stated that they only included students that
needed minimal support and required few or no modifications to either the curriculum or
instruction.
In the early 1980's, the interpretation of least restrictive environment evolved to include
students with moderate to severe disabilities into regular classrooms. By the late 1980's and
early 1990's, the interpretation evolved into the approach now known as inclusion, " ... the
principle and practice of considering general education as the placement of first choice for all
learners" (Villa and Thousand, 2003, p. 19).
This approach encourages educators to bring in supplemental resources and services into the
classroom instead of removing students from the classroom to receive those services. As the
interpretation of least restrictive environment has changed, the number of students with
disabilities taught in general education classrooms has increased consistently and
dramatically (Voltz, Brazil, and Ford, 2001). According to the U.S. Department of Education
(2003), by 1999, 47 percent of students with disabilities spent 80 percent or more of their day
in general education classrooms, compared with 25 percent of students with disabilities in
1985.
The Individuals with Disabilities Education Act was reauthorized in 1997 and effectively
included the principles of inclusion by requiring that students with Individualized Education
Programs (IEPs) be exposed to the general education curriculum. As stated by Villa and
Thousand (2003), this reauthorization broadened the concept of inclusion to include
academic, physical, and social access to general education instruction and experiences.
Despite the evolution toward inclusive ed
Kenyan Initiative towards Inclusive Education
Just as in the case of other aforementioned global commitments to IE, Kenya is not an
exception. After independence in 1963, the drive for educational development was spurred by
the need to establish free universal primary education as a key goal within the national
agenda for post-colonial change (MoE, 2009). Through many initiatives such as; the Kenya
Education Commission or Ominde Commission (Republic of Kenya, 1964) recommendations
stipulated that there would be no discrimination as in the colonial era between White, Asian
and African citizens (Republic of Kenya, 1965b),

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The Sessional Paper No. 5 of 1965 expressed education as an economic rather than a social
service and a key means to alleviating the shortage of a skilled domestic workforce and of
creating equal economic opportunities for all citizens (Republic of Kenya, 1965b) and the
Committee on Care and Rehabilitation of the Disabled, Ngala Mwendwa (1964), which
resulted in the formulation of Sessional Paper No.5 of 1968.
Other Kenyan government initiatives towards IE included the National Committee on
Educational Objectives and Policies (NCEOP), the Gachathi Report (1976), which focused
on co-ordination of early intervention and assessment of children said to have SEN, creation
of public awareness on causes of disabilities in order to promote prevention measures and
research on the nature and extent of handicaps‟ for provision for these children. This is still
an issue to date.
Given that IE is one of the government‟s policy in Kenya. Further, among other initiatives
towards IE in Kenya, the Kochung Taskforce (2003) also referred to as the Kochung Report
(2003) was set to examine the challenges individuals with SEN face. The Kochung Report
led to the launching of the SNE draft policy and eventual launch of the SNE policy in 2009.
The recommendations provided by the Gachathi Report in 1976 set good grounds and pace
for SNE where parents and other people would understand the issue of disability.
Teachers’ preparedness for Inclusive Education
Teacher professional development includes both initial teacher training and the continuing
development that takes place throughout a teacher’s career. The initial training is known as
pre-service teacher training while the continuous training after initial training is known as in-
service or post-service. Teacher training takes place through formal types of training leading,
perhaps to diploma or other certification from Universities and Teacher Training Institutions.
Teacher training can also be through less formal activities that take place on an occasional
basis such as workshops, seminars and conferences (MoE, 2009).
UNESCO (1994 p.6) framework for Action on Special Needs Education notes that, for all
countries, teachers are the most costly and most powerful resource that can be deployed in the
education system. As education systems become more inclusive, professional development is
particularly important because of the major new challenges that face both ordinary school-
teachers who must respond to a greater diversity of learners’ needs and special educators who
find the context and focus of their work changing in major ways.
UNESCO (ibid) further asserts that, the key issues for professional development seem to be
in inclusive approaches. Teachers must develop a new range of skills in consultancy, the
mainstream curriculum and inclusive classroom practices. It is the responsibility of the
education system to ensure that teachers are trained and given the necessary resources to do
the job. Pearce (2009a) highlighted the importance of pre-service teacher training, noting that
more positive attitudes were held by those teachers who had been prepared in their pre-
service teacher training to teach all children, compared with those that had not been prepared
and trained to teach a diverse classroom. For improvement in attitudes towards inclusive
education to occur, it has been suggested that ongoing professional training for existing
teachers is necessary, as well as further development in pre-service teacher training for more
inclusive practices (Forlin, 2010b).

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 A study by Lambe and Bones (2006) found that attitudes of pre-service teachers towards the
philosophy of inclusive education were generally positive, with more than 80% of
participants believing that all teachers should experience teaching children with special
education needs. However, there was a marked concern about training and preparation.
Specifically, almost half of the participants felt that they did not have adequate experience to
work effectively with students with special education needs, and more than half felt that they
did not have the skills to teach in an inclusive setting. The attitudes of pre-service teachers
towards inclusive education have been shown to be a significant predictor for future
implementation of inclusive education (Sze, 2009).
Kenyan Teacher Preparedness for IE
In Kenya there are five education programmes for teacher training. Primary Teacher
Education (PTE) is provided in both private and public certificate level colleges that offer
two-year residential programmes (Benoit, 2013). It is worth noting that the training focus has
been on regular classroom with a casual mention of special needs children in psychology
courses.
Kenya Institute of Special Education (KISE) offers a two-year diploma in Special Needs
education to practicing primary school teachers. Teachers achieve diploma qualifications,
certificates and distance-learning courses in Special Needs Education. The Diploma course
runs for two years on a full-time residential basis and three years through distance learning.
The certificate course runs as a three-month residential in-service course and one year for
distance learning. The Diploma in Special Education covers: Hearing visual, physical and
intellectual impairment. A Diploma course in Audiology is offered at the University of
Nairobi. However, the number of teachers graduating from these universities may not
adequately meet the needs for inclusive education.
It is proposed that all teachers should undertake a course in special education (Wango, 2011).
A study by Kurumei (2012) on effectiveness of inclusive education in inclusive public
primary schools in Elgeyo Marakwet County, revealed that there were few teachers who were
trained in special education needs and therefore, regular teachers struggle through in
providing quality services to the learners. This challenge is further exacerbated by the fact
that teachers do not have training and seminars concerning inclusive education regularly
which could enhance leaners academic achievement. Other studies that underpin teacher
training in SNE courses that proof to assist in appropriately interacting with SEN learners
during classroom practice than those who have not undergone the training have been
conducted in Kenya. For example, Bota, Nyatuka and Lenod (2015) undertook a study on the
state of inclusive education in Kenyan primary schools and found out that Primary teacher
One (P1) teachers who had completed a diploma SNE program gave confessions that before
undertaking a SNE program, they inappropriately interacted with SEN learners during
classroom practice.
Benefits of inclusive education
Benefits of Inclusion Inclusive education not only provides benefits to students with
disabilities but also to their non-disabled peers. McCarty (2006) states, "it appears that special
needs students in regular classes do better academically and socially than comparable
students in non-inclusive settings" (p.8). Some of these benefits include social aspects, higher

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academic standards, and removal of the social prejudice that exists for people with special
needs. Social Benefits Research has shown that the benefits of inclusive classrooms reach
beyond academics. When students with disabilities are isolated and taught only in special
education classrooms they are not given the opportunity to interact with a diverse group of
people. By creating inclusive settings these students are now able to socially interact and
develop relationships with their peers. McCarty (2006) believes that this allows the students
with special needs to improve their social skills and their behavior by having appropriate
examples in the general education classroom. Students with disabilities have shown
improvement in their ability to follow directions and initiate contact with others, according to
McCarty (2006). When students with disabilities become part of a general education
classroom, they are more likely to become socially accepted by their peers. The more
students without disabilities have contact with their peers with disabilities the greater the
chance they will learn tolerance and have a greater acceptance of other's differences
according to Kavales and Forness (2000). The climate of the classroom should facilitate the
idea that differences are natural, and each student should be comfortable with being him or
herself as indicated by Voltz, Brazil, and Ford (2001). All students should be seen as having
something special and unique to contribute. Students with disabilities will feel that they are
part of a learning community in their classroom because of the belief in inclusion by their
peers and their teachers.
Individualized Instruction and Academic Achievement
With inclusion being implemented in more and more classrooms, students with and without
disabilities are benefiting academically. Ferguson, Desjarlais, and Meyer (2000) believe that
"the regular education class can provide an environment in which students with special needs
have more opportunities to learn, to make educational progress in academic achievement"
(p.207). The academic benefits include having additional staff in the classroom to provide
individualized and small group instruction to all of the students and allowing for students
with special needs to be exposed to a richer curriculum. Often, in special education
classrooms, teachers can be forced to stray away from the curriculum due to fear that their
students will not understand the important concepts and will not be able to master the
material as stated by Voltz, Brazil, and Ford (2001).
In an inclusive setting, students with special needs are being exposed to age-appropriate
curriculum and are receiving individualized instruction to support them in the general
education classroom. This can lead to students with special needs feeling more confident in
themselves because they are being given important work that is challenging them
academically, compared to completing work that is easy and feeling like their
accomplishments were minimal. Kavales and Forness (2000) believe that if students feel that
they are being given authentic, meaningful work, the more likely they will show pride and
accomplishment in that work.
In the inclusive classroom, because of the diversity of students involved, it is necessary for
teachers to vary their instructional strategies. One approach will not fit all. Voltz, Brazil, and
Ford (2001) feel that special attention must be paid to differentiating what is taught, as well
as how it is taught. Direct instruction with teacher led lessons are sometimes needed, but it is
also important to have more constructivist, learner-centered activities and lessons to give
students with and without disabilities the chance to have ownership in their learning. As

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noted by Voltz, Brazil, and Ford (2001), the sole reliance on direct instruction would deprive
students with disabilities the opportunity to develop greater independence and the ability
work with and learn from their peers. Cooperative learning models can also be effective in
inclusive classrooms because of the heterogeneity of the students. During these cooperative
learning activities, the teachers in the room can provide direct instruction and additional
support to 'those students that need it.

Improvement in Behavior In inclusive classrooms

Students with special needs tend to behave more appropriately compared to when they are
taught in isolation with other students with disabilities. Students with disabilities learn how to
act appropriately in diverse settings by being surrounded by their peers without disabilities.
According to Daniel and King (2000), "models of appropriate social behavior are more
readily available in regular education classrooms . . . this environment more appropriately
reflects mainstream society and establishes a supportive, humane atmosphere for all students"
(p.68). Also, in general education classrooms, the expectations the teacher places on
appropriate behavior are much higher than in special education classrooms. According to
Voltz, Brazil, and Ford (2001), students with disabilities are more able to understand the
desired behaviors and will try to abide by them to avoid the consequences if they are taught
and shown models of these behaviors.
Collaboration of (Faculty and Staff)
All the teachers and staff that are in inclusive classrooms need to be committed to the idea of
inclusion and be willing to work together to make it successful. Teachers needs to work as a
team to make sure that the needs of every student is being met and that all students are being
supported in reaching their maximum potential, as stated by Voltz, Brazil, and Ford (200 1).
By working together, teachers are more likely to create more diverse, engaging lessons for
students who have a wide range of abilities, interests, and intelligences, according to Villa
and Thousand (2003). They will also be able to discuss their different instructional and
assessment techniques.
Removal of Social Prejudice
By being exposed to inclusive settings, students have a better understanding and are more
tolerant of individual differences. When the classroom climate respects and reflects diversity,
so will the students that are exposed to that environment. As soon as students with disabilities
do not have the "special education student" label while in inclusive classrooms they do not
feel singled out or embarrassed in any way (Brown, 2001). When every student is included in
the learning activities occurring in the classroom, students are unaware of the students that
receive special education services, according to Brown (2001). By using cooperative learning
groups, teachers can mix students with disabilities into groupings based on their strengths;
they will feel that they belong because they are not being taken out of the room or being
segregated from their peers. By doing this, their peers will see them as contributing members
to the classroom and not as "different" or "special". Voltz, Brazil, and Ford (200 1) feel that
every student has something unique to share and differences among students should be

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openly acknowledged and addressed. Differences should be valued and seen as assets to
students' learning.
Watch this video on inclusion movement (2020).
Self-test
1. Explain the terms inclusive education, segregation, integration, mainstreaming and
inclusion
2. List four benefits of inclusive education and briefly discuss why they are important.

E-Resource
Global Education Monitoring Report (2020). Inclusion and education: All means All.
UNESCO https://resourcecentre.savethechildren.net/node/17803/pdf/373718eng.pdf
https://www.youtube.com/watch?v=aemo46RbwBY
https://www.youtube.com/watch?v=_gsbNR2pIts
https://www.youtube.com/watch?v=8HPh4RoV63s
https://ncse.ie/wpcontent/uploads/2014/10/
InclusiveEducationFramework_InteractiveVersion.pdf
https://meae.gov.mt/en/Public_Consultations/MEDE/Documents/
MEDE_Inclusion_Framework_A4_v2.pdf
https://www.sdgfund.org/goal-4-quality-education

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