Inclusive Education

Inclusive education according to UNESCO is a process of addressing and responding to the diverse needs of all learners through participation in the process of learning, cultures and communities, and reducing exclusion from and within education. The whole education system aims at facilitating an atmosphere of learning where educators and learners willingly accept the challenge and benefits of uniqueness of different individuals whether disabled or non disabled.

The principle of inclusive education is increasingly being adopted by national, international and local programs working in the direction of educating disabled children. It pertains to a shift in services from the care of a disabled child to his education and personal development. Such a system of education aims at preventing these children to be labelled as “handicapped” or “disabled”.

The process of “Inclusion” must incorporate a complete change in the support system of the community. Merely placing a disabled child in a regular school does not mean “Inclusion”.  Inclusive education not only benefits students with special needs, but also is instrumental in creating an environment in which every student  including the non disabled. This inclusion gives them the opportunity to succeed and achieve his/her goals and dreams.

What Inclusion can further mean  

Inclusion thus means that all the children irrespective of their physical conditions can get educated in regular classrooms. They have the opportunities to learn from each other within the school premises where every necessary service is provided. Teachers and educators too are afforded training, resources and means of implementing strategies for a better educational system. The instructional materials used in the form of home assignments, test assignments need to be properly designed, structured or modified. The disabled and non-disabled students follow same rules and schedules without any kind of preferences or discriminations. Inclusive Education also advocates the provision of age appropriate academic syllabi as well as extracurricular activities like art, music, games, excursions and physical exercises for all the children including the physically challenged. These children should have an easy access to the playgrounds, canteens, libraries etc.

Individualisation and Inclusion of Education

Major emphasis is laid on the individualized program of education. The concerns of the parents are given due importance. Here children are taught to recognize, respect and accept the basic human differences and encouragement to a friendly atmosphere is given so that the motive of social inclusion is satisfied.

Proper care should be taken by the policy makers that the policies of inclusion are successfully implemented. Inclusion, in any way, should not mean “dumping” of a disabled student into a regular school. Neither there should be any discrimination on the basis of their physical condition nor should their parents’ genuine concerns be ignored. And the child should not feel all the more isolated or segregated.

Inclusive educational institutions can positively challenge and engage with gifted and talented learners where a responsive and learning environment can be encouraged. Thus Inclusive education with its fullest and the most effective use of school’s resources can provide an atmosphere where students with special needs get opportunity to interact with their peers and an access to academic curriculum.