CHAPTER 2: CONCEPT OF INCLUSION

Definition of Inclusion
• Inclusion means that all people are entitled to full membership of the human
family.
• Fundamentally, inclusion is the principle that:
 we are all entitled to participate fully in all aspects of society;
 we all have the same rights and responsibilities;
 we all have something to contribute;
 demands valued recognition of all people.
• The principle of inclusion accepts disability as human diversity.
• Inclusion is the right of individuals and the responsibility of a society as a
whole.
• Inclusion requires the removal of barriers and social structures which impede
(restrict) participation.
• It requires proactive policy making, lateral thinking and on-going commitment.

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 • Inclusion is not a one-time project, rather a process of
developing:
 Inclusive policy/ legal frameworks/ plan;
 Inclusive culture with in communities and institutions;
and
 Inclusive practice.
• The three dimensions for the effective implementation of
inclusive services of PWDs & vulnerable groups are:
 Create non-discriminatory attitude within
communities;
 Develop accessible/ barrier free physical and service
environments;
 Empower physical and psychosocial capacity.

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 Principles of Inclusion

UNESCO has identified four important elements of inclusive education

1. Inclusion is a process: Inclusion has to be seen as a never ending
search to find better ways of responding to diversity.
 It is about learning how to live with difference and how to learn
from differences. Differences come to be seen more positively as a
stimulus for fostering learning
2. Inclusion is concerned with the identification and removal of
barriers:
 It involves collecting, collating/comparing and evaluating
information from a wide variety of sources in order to plan for
improvements in policy and practice.
 It is about using evidence of various kinds to stimulate creativity and
problem solving.
 Principles…
3. Inclusion is about presence, participation and achievement
 Presence- concerned with where children are educated, and how reliably they
attend;
 Participation- the quality of their experiences while they are present and must
incorporate the views of the learners them­selves;
 Achievement- is about outcomes of learning across the curriculum, not merely
tests or examination results.
4. Inclusion invokes particular emphasis on those who are at risk of
marginalization, exclusion or underachievement: This implies moral
responsibility to ensure:
 those ‘at risk’ are carefully monitored, and
 steps are taken to ensure their presence, participation and achievement.
5. Inclusion promotes its two dimensions: Equality and Equity
 Equality is equality of equals. Aristotle defined equality as “treating equal
people equally.”
 Equity refers to the provision of special support for the ones who were (are)
neglected in the participation of socio-economic activities of the society.
 Rationale for Inclusion
1. Educational Foundations
Children do better academically, psychologically
and socially in inclusive settings.
A more efficient use of education resources.
Decreases dropouts and repetitions
Teachers competency
2. Social Foundation
Segregation teaches students to be fearful,
ignorant and breeds prejudice
 All need an education that will help them develop
relationships and prepare them for life in the wider
community
Only inclusion has the potential to reduce fear and to build
friendship, respect and understanding.
3. Legal Foundations
All individuals have the right to learn and live together.
Human being shouldn‘t be devalued or discriminated
against by being excluded or sent away because of their
disability.
There are no legitimate reasons to separate children for
their education
4. Economic Foundation
Inclusive education has economic benefit, both for
individual and for society.
Inclusive education is more cost-effective than the
creation of special schools across the country.
Children with disabilities go to local schools
Reduce wastage of repetition and dropout
Children with disabilities live with their family
use community infrastructure
Better employment and job creation opportunities
for people with disabilities
5. Foundations for Building Inclusive Society
Formation of mutual understanding and appreciation of
diversity
Building up empathy, tolerance and cooperation
Promotion of sustainable development.
2.3. Factors that Influenced Development of Inclusion
Some of the major drivers include:
1. Communities
2. Activists and advocates
3. The quality education and school improvement
movement:
 Benefits of Inclusion
1. Benefits for Students with Special Educational Needs
In inclusive settings people will develop:
 Learn socialization through social interaction
 Promote friendship and gain peer role models
 improved academic achievement
 Increase school attending and participation
 Increased parental participation
 Allows Target students to be grouped

2. Benefits for persons without Special Educational Needs

Have increased appreciation, acceptance and respect
 Create opportunity to understand diversity
 Gain knowledge how to deal with individual difference, and human exceptionality.
 Benefits …
3. Benefits for Teachers Benefits for Parents/Family

 Learn more about how their children are being

 They have more opportunities to learn new ways to
teach different kinds of students. educated in schools with their peers in an

inclusive environment
They gain new knowledge, such as the different ways
children learn and can be taught.  Become personally involved and feel a greater
 They develop more positive attitudes and approaches sense of accomplishment in helping their
 They have greater opportunities to explore new ideas children to learn.
with communicating other school clusters and or with  Feel valued and consider themselves as equal
parents. partners in providing quality learning
 They can encourage their students to be more opportunities for children.
interested, more creative and more attentive
 Find out ways to interact with others in the
 They get opportunities to exchange information
community, as well as to understand and help
about instructional activities and teaching
solve each other‘s problems.
 They benefit from developing teamwork and
 Know that their children and ALL children are
collaborative problem-solving skills to creatively
address SWD receiving a quality education.
 Experience positive attitude about themselves
and their children by seeing their children
accepted by others, successful in the inclusive
setting, and belonging to the community where
 Benefits …
2.4. Benefits for Society
 helps break down barriers & prejudice that prevail in the society
towards PWD
 Bring values and appreciates differences in human beings
 cost effective
Ultimate Goal of Inclusion
 to create homes, schools and societies where everyone belongs
 welcoming all in all environmental and developmental areas.
 Create opportunity to understanding of difference and diversity
 To create Inclusive society
 To promote inclusive circle:

inclusive schools Inclusive education inclusive society

inclusive development
Features and barriers of inclusive
environment
o Inclusive environment is characterized by the following features:
 It revolves around the formation of accommodative and barrier
free atmosphere.
 It is one in which members feel respected by and connected to
one another.
 It welcomes all people, regardless of their disability and other
vulnerabilities.
 It recognizes and uses their skills, strengthens and abilities.
 An inclusive service environment is respectful, supportive, and
equalizing.
 It reaches out to and includes individuals with disabilities and
other vulnerable groups at all levels of services and community
life.
 It is a place which is adjusted to individuals’ needs.
Inclusive environment:
 acknowledges that d/ces among individuals are a source of
richness and diversity, and not a problem, and that various needs
and the individual pace of learning and development can be met
successfully with a wide range of flexible approaches.
 should involve continuous process of changes directed towards
strengthening and encouraging different ways of participation of
all members of the community.
 is also directed towards:
• developing culture, policy and practice which meet pupils’
diversities,
• identifying and removing obstacles in learning and
participating,
• developing a suitable provision and supporting individuals.

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 Barriers to Inclusion
 Attitudinal barriers;
 Problems related with societal values and beliefs
 Economic factors (poverty)
 lack of implementation of inclusive policies
 Lack of cooperation, collaboration and taking responsibility among
stakeholders
 Conservative traditions among the community members about
inclusion
 Lack of knowledge and skills among teachers regarding inclusive
education
 Rigid curricula, teaching method and examination systems
 Fragile democratic institutions that could not promote inclusion
 Large class sizes that make teachers and stakeholders meet students’
diverse needs
 Globalization and free market policy