The Purpose and Meanings of Inclusion - Essay Example

Inclusion: Its Purpose and Meanings Purpose of Inclusion Inclusion is a term that has grown in usage in recent decades with the growing awareness of the rights of disabled persons and the duties of society towards the disabled, seeing them as integral parts of the whole instead of the discriminatory view that they are merely a social subset consisting of persons who do not exhibit normal modes of behavior. In view of the growing sensitivity of the general population towards the disabled, governments and public and private institutions have exerted greater time and effort to clarify the issues related to the role that the disabled have in society and the roles that society has towards the disabled (UNESCO). The term "inclusion" captures the two-way movement taking place to abolish the distinction between the disabled and the general population. Rather than treat the disabled as a separate group, those who support the notion of "inclusion" called for promoting the principle that society and its institutions have to structure its processes and systems to accommodate everyone without any form of discrimination so that a wide range of people with their individual characteristics, including that portion although a minority to be a part of, and not apart from, of the benefits that can be enjoyed by the general population. Thus, while inclusion has been widely used in the field of education, arising from the roots of liberal and progressive interpretations of the declaration of human rights, it has widened its scope to cover the ideal of an inclusive society (Ainscow). An inclusive society is one where any person can fit in and realize his/her full potential with the help of social institutions that are prepared to do so, instead of focusing mainly its resources to the general population that is characterized by the statistical mean. The reasons for the growing popularity of inclusion are easy to understand. With the growth in prosperity of human societies, there is likewise an improvement in the level of knowledge and science that has enabled society to better understand many of the scientific causes of disabilities. There is likewise a growing sensitivity to the plight of those with these disabilities, and the growing realization that the opportunities enjoyed by the majority of the population should also be enjoyed by those members of society who, regardless of where the fault lies, have disabilities. Therefore, the purpose of inclusion is humane and recognizes the idea that the quality of a society can be gauged by the way it takes care of those who suffer and are least capable of taking care of themselves because they participate and carry out their social function with a physical or mental handicap. Inclusion, therefore, is a good development because it recognizes the dignity and value of every person, and that everyone, including (or especially) those with disabilities can contribute in their own way to make the world a better place for everyone until the end of time. Meanings of Inclusion Inclusion is a term that has several meanings of varied depth and scope. It means more than the simple integration of disabled persons in mainstream or regular schools and in society (Low). The meaning has developed into an ideal of "inclusivism" that takes into consideration all children as a whole and focuses on radical changes that need to be made in schools and educational and teaching systems, instead of just re-placing children from a special to a mainstream education setting (Booth et al.; Wedell; Porter in Thomas et al.). Inclusion is easier dreamt of and said than done because of its complex nature that demands a reorganizing and reconstructing various aspects of the educational system. Gregory argues that these adaptations vary according to the disability, but several changes apply to the wider set of students. Gregory adds that changes would include environmental arrangements like the physical layout of classes, equal access to facilities from anywhere, playground adaptations; material and equipment arrangements such as access to these by everyone, individualization of materials where needed, facilitation of interaction, chance for selection of materials; program arrangements such as flexible and sometimes individual programs always in the context of the general curriculum with differentiation of goals and objectives; and staff development arrangements such as training of teachers, collaborative planning and teaching, consultation, etc. With greater experience over the previous decades, inclusion has expanded its meaning into a philosophy of acceptance, of providing a framework within which all children regardless of ability, gender, language, ethnic or cultural origin can be valued equally, treated with respect, and provided with equal opportunities at school (Thomas et al. 15). Such a definition demands that several adaptations be made as regards those that make up the educational system such as teachers, school management, curriculum, parents, students, and building and equipment, and the needed support that only effective government legislation could provide. Teachers: A radical reformation of the educational system is a difficult challenge, but the starting point would be to give importance to changing teachers' attitudes. Teachers have to be trained on the techniques and consequences of inclusion so they can develop self-confidence and competence in facing the needs of each student (Tilstone & Upton; Vlachou). Techniques of collaborative or cooperative teaching can help support inclusive education (Walther-Thomas et al.; Coben et al.; Salend et al.) and as a response to the increasing demands in school changes (Daniels et al.). Support and mainstream teachers can cooperate in planning teaching and in assessment. Schools need to work together to exchange experiences and learn from each other, leading to variation and differentiation of teaching approaches (Thomas & Feiler). Management: Inclusion is a school management challenge that can be faced if school managers are properly trained and aware of problems and their possible solutions and who can motivate teachers to persevere in the face of the operational difficulties. Inclusion requires financial resources that demands leaders who can get funds to support activities (Kerzner-Lipsky & Gartner). Curriculum: Inclusive schools need inclusive curricula that must be flexible and broad enough to respond to the diverse needs of every single student (Barton; Lewis; Bines). There is need for changing curriculum components: content, materials, and assessment (Feiler). Parents: Parents are partners in the inclusive education process and should be consulted regularly in developing school policy and practice. Parents can be involved in teaching procedures (Wolfendale) and need support to help them face their children's needs (Kerzner-Lipsky & Gartner). Students: All students need to feel accepted by each other and develop positive attitudes of cooperation so that they feel that they belong to a united group (Wade & Moore). Buildings and Equipment: A school's accessibility to all of its students is a reflection of the way society disables or enables people with disabilities by responding to those disabilities (Oliver). For a school to be accessible, it should be a neighborhood school with physical access, ramps, lifts, rest rooms, parking spaces, etc. and equipment that could meet the needs of all students regardless of their disability. Technology can likewise play a major part in improving student access. Legislation: The government plays an important role in promoting inclusion, making parents aware of these measures, and ensuring the rights and the interests of all students (Barton). Inclusion is slowly moving towards the ideal where all students are provided the rights guaranteed by law for them to reach their maximum potential. Change is always difficult, but if all those who play a role in creating greater social inclusion do their part, success is inevitable. Works Cited Ainscow, M. "Special Education in Change: Themes and Issues." In M. Ainscow (Ed) Special Education in Change. London: David Fulton Publishers in association with the Cambridge Institute of Education, 1989. Barton, L. "The Politics of SEN: An Introduction." In Barton, L. (Ed) The Politics of SEN. London: The Falmer Press, 1988. Barton, L. "Inclusive Education: Romantic, Subversive or Realistic" Inclusive Education 1.3 (1997): 231 - 242. Bines, H. "Curriculum Change: The Case of Special Education." British Journal of Sociology of Education 14.1 (1993): 75 -90. Booth, T., M. Ainscow & A. Dyson. "Understanding Inclusion in a Competitive System." In T. Booth and M. Ainscow (Eds.) From Them to Us: An International Study of Inclusion in Education. London: Routledge, 1988. Coben, S.S., C. Thomas, R.O. Sattler & C.V. Morsink. "Meeting the Challenge of Consultation and Collaboration: Developing Interactive Teams." Journal of Learning Disabilities 30 (1997): 427-432. Daniels, H., B. Norwich & N.C. Anghileri. "Teacher Support Teams: An Evaluation of a School-based Approach to Meeting Special Educational Needs." Support for Learning 8 (1993): 169-173. Feiler, A. "The End of Traditional Assessment." In Thomas, G. & Feiler, A. (Eds). Planning for Special Needs: A Whole School Approach. Great Britain: TJ Press Ltd., 1988. Gregory, S.P. "Inclusive Education for Pre-school Children with Disabilities." Support for Learning 11 (1996): 78-82. Kerzner-Lipsky, D. & A. Gartner. "Inclusion, School Restructuring, and the Remaking of American Society." Harvard Educational Review 66.4 (1996): 762-796. Lewis, A. "From Planning to Practice." British Journal of Special Education 19.1 (1992): 24-27. Low, C. "Point of View: Is Inclusivism Possible" European Journal of Special Needs Education 12.1 (1997): 71-79. Oliver, M. "The Social and Political Context of Education Policy: The Case of Special Needs." In Barton, L. (Ed). The Politics of Special Educational Needs. London: The Falmer Press, 1988. Salend, S.J., M. Jounsen, J. Mumper, A.S. Chase, K.M. Pike & J.A. Dorney. Co-operative Teaching: The Voices of Two Teachers. Remedial and Special Education 18 (1997): 3-11. Thomas, G. & A. Feiler. "Special Needs: Past, Present and Future." In Thomas, G. & Feiler, A. (Eds). Planning for Special Needs: A Whole School Approach. London: Simon & Schuster Education, 1988. Thomas, G., D. Walker & J. Webb. The Making of the Inclusive School. London: Routledge, 1998. Tilstone, C. & G. Upton. "Enhancing the Quality of Provision." In Visser, J. and Upton, G. (Eds). Special Education in Britain after Warnock. London: David Fulton, 1993. UNESCO/United Nations Educational, Scientific, and Cultural Organization. The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June, 1994. New York: UNESCO, 1994. Vlachou, A. Struggles for Inclusive Education. Buckingham: Open University Press, 1997. Wade, B. & M. Moore. Experiencing Special Education: What Young People with Special Educational Needs Can Tell Us. Buckingham: Open University Press, 1993. Walther-Thomas, C., M. Bryant & S. Land. "Planning for Effective Co-Teaching." Remedial and Special Education 17 (1996): 255-275. Wedell, K. "Making Inclusive Education Ordinary." British Journal of Special Education 22.3 (1995): 100-104. Wolfendale, S. Primary Schools and Special Needs: Policy, Planning, Provision. Great Britain: Biddles Ltd., 1992. Read More