Ch 2 Inclusivness

Chapter 2
Concept of Inclusion
1
Objectives
•Define inclusion
• Discuss the concept of inclusion in education,
•Differentiate the major rationales for inclusion,
•List factors that influenced development of inclusion,
•Identify benefits of inclusion to students, teachers‘ parents
and society,
•Name major characteristics of inclusive school and
inclusive classroom environments,
•Point out strategies to implement inclusion in teaching and
learning processes
•Differentiate the major barriers to inclusion.
2
Inclusion
is seen as a process of addressing
and responding to the diversity
of needs of all persons through
increasing participation in
learning, employment, services,
cultures and communities, and
reducing exclusion at all social
contexts.
3
Inclusion
It seeks to enable communities, systems and

structures in all cultures and contexts to
combat/fight discrimination, celebrate
diversity, promote participation and
overcome barriers to learning and
participation for all people.
4
Inclusion
It is part of a wider strategy promoting
inclusive development, with the goal of
creating a world where there is peace,
tolerance, and sustainable use of resources,
social justice, and where the basic needs
and rights of all are met.
5
From the above definition the
following components are
Concepts about students
•All learners need their learning

supported child-focused teaching benefits.
6
Concepts about the education system and
schools
• It is broader than formal schooling

• it is flexible, responsive educational systems
• It creates enabling and welcoming educational
environments
• It promotes school improvement – makes
effective schools
• It involves whole school approach and
collaboration between partners.
7
Concepts about diversity and
discrimination
• It promotes combating discrimination and

exclusionary pressures at any social sectors
•It enables responding to/embracing diversity as

a resource not as a problem
• It prepares learners for an inclusive society that

respects and values difference.
8
Concepts about processes to promote inclusion
•It helps to identifying and overcoming barriers

to participation and exclusionary pressures
• It increases real participation of all

collaboration, partnership between all
stakeholders
• It promotes participatory methodology, action

research, collaborative enquiry and other related
activities
9
Concepts about resources
•Promotes unlocking and fully using local

resources redistributing existing resources
•It helps to perceive people (children, parents,

teachers, members of marginalized groups, etc) as
key resources
•It helps to use appropriate resources and support

within schools and at local levels for the needs of
different children, e.g. mother tongue tuition, Braille,
assistive devices. 10
McLeskey and Waldron (2000) have identified inclusion
and non-inclusive practices
What is inclusive
•Students with disabilities and vulnerability attend
their neighborhood schools
•Each student is in an age-appropriate general
education classroom
•Every student is accepted and regarded as a full
and valued member of the class and the school
community.
•Special education supports are provided to each
student with a disability within the context of the
general education classroom. 11
• All students receive an education that
addresses their individual needs
• No student is excluded based on type or degree
of disability.
• All members of the school (e.g.,
administration, staff, students, and parents)
promote
• cooperative/collaborative teaching arrangements
• There is school-based planning, problem-
solving, and ownership of all students and
programs
• Employed according to their capacities without
discriminations 12
What is not inclusive
•Placing students with disabilities into general education

classrooms without careful planning and adequate support.
•Reducing services or funding for special education
services.
•Placing all students who have disabilities or who are at
risk in one or a few designated classrooms.
• Teachers spending a disproportionate amount of time
teaching or adapting the curriculum for students with
disabilities.
• Isolating students with disabilities socially, physically, or
academically within the general education school or
classroom.
13
• Endangering the achievement of general
education students through slower instruction or
a less challenging curriculum.
• Relegating special education teachers to the

role of assistants in the general education
classroom.
• Requiring general and special education teachers

to team together without careful planning and
well-defined responsibilities.
14
Principles of Inclusion
15
The fundamental principle of inclusion
is that all persons should learn, work and live
together wherever possible, regardless of any
difficulties or differences they may have.
Inclusive education extends beyond special needs

arising from disabilities, and includes
consideration of other sources of disadvantage and
marginalization, such as gender, poverty, language,
ethnicity and geographic isolation .
16
1. Inclusion is a process
• It 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
learning how to learn from difference
17
2. Inclusion is concerned with the
identification and removal of barriers
It involves collating and evaluating

information from a wide variety of sources
in order to plan for improvements in policy
and practice.
18
2. Inclusion is about the presence,
participation and achievement of all
persons.
Presence is concerned with where
persons are provided and how reliably
and punctually they attend
participation relates to the quality of their
experiences and must incorporate the
views of learners/and or workers
 achievement‘ is about the outcomes of
learning across the curriculum, not just test
and exam results. 19
3. Inclusion invokes a particular
emphasis
Inclusion invokes a particular emphasis on
those who may be at risk of
marginalization, exclusion or
underachievement.
This indicates the moral responsibility to
ensure that those at risk ‘are carefully
monitored, and that steps are taken to ensure
their presence, participation and
achievement. 20
Rationale for Inclusion
Implementation of inclusion has

number of rationales
21
Educational Foundations
• Students do better academically, psychologically

and socially in inclusive settings.
• A more efficient use of education resources.
• Decreases dropouts and repetitions
• Teachers competency ( knowledge, skills,

collaboration, satisfaction
22
Social Foundation
• Segregation teaches individuals to be fearful,

ignorant and breeds prejudice.
• All individuals 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. 23
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

students for their education
24
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
• .
• Students with disabilities go to local schools reduce
wastage of repetition and dropout
• Students with disabilities live with their family use

community infrastructure
• Better employment and job creation opportunities for

25
people with disabilities
Foundations for Building Inclusive Society
• Formation of mutual understanding and

appreciation of diversity
• Building up empathy, tolerance and

cooperation
• Promotion of sustainable development
26
Factors that Influenced Development
of Inclusion
• Communities
• Activists and advocates
• The quality education and school
improvement movement
• Special educational needs movement
• Involvement of International agencies
• Involvement of NGOs movements,
networks and campaigns
• Other factors
27
Benefits of Inclusion
 Benefits for persons with

disability
Benefits for persons without
disability
Benefits for Society
28
Ultimate Goal of Inclusion
• Students educated together have fewer fears about
difference and disability
• Educated alongside peers with developmental

disabilities understand more about the ways that they‘re
all alike
• To produce effective students
• Students with knowledge of inclusion does not exclude or

discriminate against its citizens on the basis of disability,
caste, race, gender, family or community
29
• To give equitable that offers equality of opportunity
Features of Inclusive
Environment
• An inclusive environment is an
environment that welcomes all people,
regardless of their disability and other
vulnerabilities.
30
An inclusive service environment is
respectful, supportive, and
equalizing
31
Inclusive environment has the following major
characteristics
•It ensures the respect and dignity of individuals with

disabilities
•It meets current accessibility standards to the greatest

extent possible to all people with special needs
•Provides accommodations willingly and proactively
•Persons with disabilities are welcomed and are valued for

their contributions as individuals.
32
• An inclusive environment is also directed
towards developing culture, policy and
practice which meet pupils’
• diversities, towards identifying and
removing obstacles in learning and
participating, towards developing a
suitable provisions and supporting
individuals.
33
Reading Assignment
successful environment has the following

characteristics
34
Barriers to Inclusion
•Problems related with societal values and beliefs-
particularly the community and policy makers negative
attitude towards students with disability and
vulnerabilities
•Economic factors- this is mainly related with poverty

of family, community and society at large
•Lack of taking measures to ensure

conformity of implementation of inclusion
practice with policies
•Lack of stakeholders taking responsibility in

their cooperation as well as collaboration for
inclusion
35
• 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 that do not consider
students with dives needs and ability
differences.
• Fragile democratic institutions that

could not promote inclusion
36
• Inadequate resources and inaccessibility of
social and physical environments
• Large class sizes that make teachers and

stakeholders meet students‘ diverse needs
• Globalization and free market policy that

make students engage in fierce completion,
individualism and individuals’ excellence
rather than teaching through cooperation,
collaboration and group excellence.
• Using inclusive models that may be

imported from other countries
37
Class work 10%
1.Write importance of inclusion.(at least 3)(3marks)
2.List and explain barriers to apply inclusion.(at least 3)

(3 marks)
3.Write educational and economical rationales of

inclusion(2 marks)
4.As a student what is your role for inclusion class.

(2marks)
38

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Chapter 2

It seeks to enable communities, systems and

•All learners need their learning

• It is broader than formal schooling

• It promotes combating discrimination and

•It enables responding to/embracing diversity as

• It prepares learners for an inclusive society that

•It helps to identifying and overcoming barriers

• It increases real participation of all

• It promotes participatory methodology, action

•Promotes unlocking and fully using local

•It helps to perceive people (children, parents,

•It helps to use appropriate resources and support

•Placing students with disabilities into general education

• Relegating special education teachers to the

• Requiring general and special education teachers

Inclusive education extends beyond special needs

It is about learning how to live with

It involves collating and evaluating

Implementation of inclusion has

• Students do better academically, psychologically

• A more efficient use of education resources.

• Decreases dropouts and repetitions

• Teachers competency ( knowledge, skills,

• Segregation teaches individuals to be fearful,

• All individuals need an education that will help

• Only inclusion has the potential to reduce fear

• Human being shouldn‘t be devalued or

• There are no legitimate reasons to separate

• Inclusive education is more cost-effective than the

• Students with disabilities live with their family use

• Better employment and job creation opportunities for

• Formation of mutual understanding and

• Building up empathy, tolerance and

• Promotion of sustainable development

 Benefits for persons with

• Educated alongside peers with developmental

• To produce effective students

• Students with knowledge of inclusion does not exclude or

•It ensures the respect and dignity of individuals with

•It meets current accessibility standards to the greatest

•Provides accommodations willingly and proactively

•Persons with disabilities are welcomed and are valued for

successful environment has the following

•Economic factors- this is mainly related with poverty

•Lack of taking measures to ensure

•Lack of stakeholders taking responsibility in

• Lack of knowledge and skills among

• Rigid curricula, teaching method and

• Fragile democratic institutions that

• Large class sizes that make teachers and

• Globalization and free market policy that

• Using inclusive models that may be

1.Write importance of inclusion.(at least 3)(3marks)

2.List and explain barriers to apply inclusion.(at least 3)

3.Write educational and economical rationales of

4.As a student what is your role for inclusion class.

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