There are differences between nations, but none of them has actually succeeded in constructing a school system that lives up to the ideals and intentions of inclusion. From the Salamanca Statement onwards, then, the term inclusion became part of governmental rhetoric gaining status in schools and the mass media. There are many examples. doi: https://doi.org/10.1080/08856257.2015.1060075, Arduin, S.2015. It could be a temptation to copy definitions and approaches from the more experienced. [city: Odense]: European Agency for Special Needs and Inclusive Education. Putting Theory into Practice. To decide on high ambitions in education is relatively easy, with oversell and weak realization as possible consequences (Cuban 2001). In practice however, the question of where often takes priority over how the students should be educated. Deconstructing Special Education and Constructing Inclusion. Inclusive systems require changes at all levels of society. That is, inclusion to meet the social and/or academic needs of all students and, finally, inclusion to create communities. doi: https://doi.org/10.1080/00220270601161667. The most obvious is probably that the results also depend upon the quality of the teaching. Kavale, K. A., and M. P.Mostert. In practice, research evidence is not at all the only argument on which to base political decisions. “Academic and Social Outcomes of Children with SEN in the General Education Classroom.” Journal of Educational and Social Research3 (7): 90–99. See more. 19, no. Most European countries express an intention to realize inclusive education in accordance with the advanced definitions. Using quotes from authors, it will be explained how different people view inclusion and integration. The essay requires the definition of inclusion and how it defers to integration. “Recognising Value Tensions that Underlie Problems in Inclusive Education.” Cambridge Journal of Education1–16. [city: Maidenhead]: Open University Press. The importance of this contest about its meaning is that definitions both reflect the understanding and affect the practising of the concept and, in turn, how inclusive education meets and treats different groups of students. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug P, ‘Understanding Inclusive Education: Ideals and Reality’ (2017) 19 Scandinavian Journal of Disability Research 206 DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug, Peder. This includes a clear concept and definition of inclusive education. Allan, J. The other three are multiple-oriented. ‘ …  a correlation exists between the ideology predominant in a society [ … ] and its approach to disability and inclusive education […]’ (Arduin 2015, 118). 2017;19(3):206–17. “Inklusion i Danmark-hvilke konsekvenser har begrepsdefinitioner for den pædagogiske praksis?” Paideia5: 8–19. There are a multitude of definitions of inclusive education in practice. Inclusion contests the established explanation that low achievements in school are a result of students’ individual pathological characteristics and weaknesses. In inclusive education, the view is social and relational, that the school system itself contributes to the students’ academic failures (Booth and Ainscow 2011; Mitchell 2005b). He is the author of many articles and books dealing with early childhood education and care, compulsory education, special education and teacher education. Johnsen, B. An example of this wider and more elaborated definition is that inclusion, in addition to placement, concerns the conditions for social life and learning in school. To get public attention, political statements often have to present their ambitions by promising a lot, as is done in the case of inclusion. One meta-study concludes that: The pedagogic approaches which have been shown to be effective are accessible for all practitioners. How to use inclusion in a sentence. Booth, T., and M.Ainscow. 2010). This has to be done systematically, and must be empirically documented. “Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model.” Exceptional Children76 (3): 357–377. Cuban, L. 2001. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education29 (3): 286–294. In some countries education for students with disabilities is still underdeveloped and of poor quality. Coherence means that the different educational systems and parts of these systems are connected and consistent with relation to inclusion (Ferguson 2008). Scandinavian Journal of Disability Research 19 (3): 206–17. The next two categories deal with the broad definition and concern education for all students. [city: Sheffield]: Philip Armstrong. The European Agency for Special Needs and Inclusive Education supports this notion, when they formulate the challenges explicitly in this way: ‘The current debate is no longer about what inclusion is and why it is needed; the key question is how it is to be achieved’ (European Agency for Special Needs and Inclusive Education 2014a, 5). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies.2nd ed. Competing initiatives, national traditions and lack of far-reaching changes explain weak implementation. Inclusive Education and Classroom Practice in Secondary Education 2 ... countries participating in the Classroom and School Practice project. From a value perspective, inclusive education should concern all students with special educational needs and not only students with disabilities, which is the dominating perspective at present. A brief review of the literature provides key views and theories of social inclusion. An alternative way to practise the narrow approach is to define inclusive education not as full membership in a mainstream class but as the best place for learning. The values associated with inclusion have links to interactionist ideology and revolve around fellowship, participation, democratization, benefit, equal access, quality, equity and justice. doi: https://doi.org/10.1080/15017410903385052, Haug, P.2014. We use cookies to improve your website experience. “The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?” International Journal of Inclusive Education14 (1): 1–15. 1.Inclusive school practices are synonymous with successful school practices, therefore indicators and targets for school success, including indicators for inclusive practices, must be clearly defined and evaluated provincially, by school districts and by schools, … [city: Oslo]: Uniupub forlag. Kavale, K. A., and S. R.Forness. In spite of an overriding formal normative consensus, it is not possible to find one universally institutionalized definition of inclusive education. In this article, I will discuss the relationship between inclusion as intention and inclusion as practice by answering the following questions: How is inclusive education understood and practised, and what are the main challenges in developing inclusive education? Inclusive education specifically focuses on inclusion in education and educational institutions. Anastasiou, D., J. M.Kauffman, and S.Di Nuovo. The difficulties also relate to dominating and different national historical, social and political traditions. Haug, P., 2017. doi: https://doi.org/10.1080/08856250802387166. Therefore, it is premature to draw any conclusion about agreement. Even the practice of the narrow approach to inclusion varies a lot, and does not reflect the ideal definition as presented here. Register a free Taylor & Francis Online account today to boost your research and gain these benefits: Register to receive personalised research and resources by email, International Journal of Inclusive Education, Editorial: refugees and inclusive education, Hospitality: welcoming the unknown student, Instating settings of emergency education in Vienna: temporary schooling of pupils with forced migration backgrounds, Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp, Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy, Traversing the terrain of higher education: experiences of refugee youth on the inside, Questioning care: ambiguous relational ethics between a refugee child, her parents and the Danish welfare state, Refugee children, trust and inclusive school cultures, Educating the children of returning foreign fighters: fear as the antithesis of inclusive education, Understanding the politics of inclusion, the ‘refugee’ and nation: analysis of public policies and teacher narratives in Iceland, Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey, Inclusion and citizenship: Syrian and Palestinian refugees in Lebanon, Navigating university spaces as refugees: Syrian students’ pathways of access to and through higher education in Turkey. Different meanings create tensions. 2006. [city: London]: Routledge. Ferguson, D.2008. Inclusion definition is - the act of including : the state of being included. [city: London]: Routledge. 2008. In this research, there are clear methodological shortcomings and very few controlled experiments (Göransson and Nilholm 2014), and the majority of studies research only the benefit for students with disabilities, in accordance with the narrow view of inclusive education. [city: Denver]: Love. 2004. “Conceptual Diversities and Empirical Shortcomings-a Critical Analysis of Research on Inclusive Education.” European Journal of Special Needs Education29 (3): 265–280. 5 Howick Place | London | SW1P 1WG. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug, P. (2017). It seems that accountability, neo-liberal market orientation and individualization, as well as school competition and demands for higher academic standards, all produce effects that could be obstructive to inclusive ideas in education, and that do not promote inclusive schools (Hardy and Woodcock 2015; Kreitz-Sandberg 2015). Inclusive curriculum: An inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. Another argument comes from earlier experiences with integration. The reason was that schools did not sufficiently acknowledge their educational needs within the fellowship. 2010. cohesion, belonging, active participation in learning, a complete school experience, and positive interactions with peers and others in the school community. Oversold and Underused: Computers in the Classroom. Varying results could be a consequence of weak pedagogical practices, rather than of the low efficacy of inclusive education (Cara 2013). The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well.For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure that learning goals are aligned … Some authors even recommend to non-Western societies in the process of developing inclusive schools to skip special education and move directly to inclusive education (Richardson and Powell 2011). Focus on disability-inclusive educational planning. “Stories of Exclusion: Natural and Unnatural Selection.” In Exclusion from School: Inter-Professional Issues for Policy and Practice, edited by E.Blyth and J.Milner, 21–36. The realization difficulties also come from disagreements about how to operationalize definitions of inclusive education, about what groups of students should be in focus, about access to education and about lack of coherence in educational policy. Most of the international organizations that have shown interest in inclusive education have adopted this wide approach. Many nations support these definitions, which emphasize inclusive education as an important premise in order to secure equal educational rights for all students. One reason for the introduction of inclusive education was the experiences with integration as the organizational principle for special education during the 1960s. Inclusive education systems can in turn foster societies that are more inclusive. [city: Dordrecht]: Springer. 1994. This change from integration to inclusion came first in the USA during the 1970s, and occurred later in Europe. (OECD 1999, 22). There they should have access to differentiated and individualized support, programmes and assessments. Teacher competencies in the field of inclusive pedagogy have been poor. [city: Bristol]: Centre for Studies on Inclusive Education (CSIE). This means that it is very challenging for a country and its schools over a short time period to implement an advanced inclusive policy when it is in contrast to established national traditions. Today this consensus does not exist, as has been documented here. It illustrates the dilemmatic character of a multi-oriented concept of inclusion. Vislie (2003) considers the possibility that special education has received too much attention within inclusive education, at the expense of exploring inclusion as an idea and practice in its own right. For these reasons, contemporary studies and meta-studies of inclusive education for students with disabilities in no way provide a clear answer about the effects (Cara 2013; Göransson and Nilholm 2014; Kavale and Forness 2000; Lindsay 2007). 2011. 2007. To be able to conclude about how inclusive education actually functions, there has to be a consensus about definitions and practices (Florian 2014). The narrow definition of inclusion deals with special education only (Arduin 2015). In spite of formal decisions in favour of inclusion, tensions and even resistance because of lack of coherence and competing interests mark the implementation (Arduin 2015; European Agency for Special Needs and Inclusive Education 2014a, 2014b; Ferguson 2008; Kiuppis 2011; Norwich 2014). Here I will show you the best definition by different educationist in India as well as western philosophers. Research distinctly shows that teachers are the single most important factor influencing how much students benefit from school (Hanushek 2014; Hattie 2009). Scandinavian Journal of Disability Research 19, no. Benefit from teaching does not necessarily belong to the concept of inclusive education. In the article it is argued that whilst supposing to ensure the presence of all children, on their terms, in mainstream schools, inclusion in this guise only insinuated itself in-the-place-of integration and thereby operated as a continuous and homogeneous reparation and modification of presence in the representation of children with special educational needs and/or disabilities. Mitchell, D. 2014. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. Inclusive education faces challenges connected to ideals and action. 3099067 The expectation is that all levels of the educational systems and the systems’ environment support and promote the intentions and practices of inclusive education whatever they are, from top national policy, to teachers’ teaching and students’ experiences and learning. Kavale, K. A.2007. Fulcher, G. 1999. According to the government the term Inclusion is defined as “The department for Education and Employment Green Paper (DfEE, 1997) explains that Inclusion is a process, not a fixed state…..meaning not only that pupils with education needs should wherever possible receive their education in a mainstream school, but also that they should join fully with their peers in the curriculum and life of the … Vocational Education and Training-Summary of Country Information. Because of this origin, inclusion in a narrow perspective concerns placement of students receiving special education, about where the teaching is going on and together with whom. doi: https://doi.org/10.1080/08856257.2014.922797, Tangen, R. 2005. This is a rare standpoint, which represents a segregated discourse of inclusion (Fulcher 1999). Children with disabilities remain one of the most excluded groups from education. “The First Decade of the 21st Century: A Backlash for Inclusion in Norwegian Schools?” Zeitschrift für Inklusion (2): 11. http://www.inklusion-online.net/index.php/inklusion-online/article/view/139/139. There is a risk involved in directly importing inclusive solutions and strategies from others and, in that way, standardizing school systems. The Positive Side of Special Education: Minimizing Its Fads, Fancies, and Follies. Authorities in some instances even narrow ‘what “general” education is, and who it should be for’ (Graham and Jahnukainen 2011, 25) by funding separately the teaching in segregated institutions of students with serious, complex and multiple diagnoses. Especially characteristic are deep-seated dilemmas, when you have to choose between several unfavourable alternatives. Teachers argue, for instance, that they do not have adequate working conditions to meet all the challenges in inclusive education (Kreitz-Sandberg 2015). In the first case, inclusion refers to one dominant value, idea and practice. A country might have an inclusive policy, but not inclusive practices in schools, and vice versa, that is, have inclusive school practices but not an inclusive policy (Haug 2010; Vislie 2003). Understanding inclusive education: ideals and reality. The question is to what extent the introduction of inclusive education is simply a linguistic shift or whether it represents a new educational agenda (Vislie 2003). 2011. In all countries there seems to be a gap between formulations and realizations of inclusive education. These classrooms had 20 students each, with a full-time teacher and a full-time paraprofessional in the classroom, for a student–adult ratio of 10:1. Evaluating Old and New International Perspectives. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships … In the next part, I refer to a model of inclusion that distinguishes between a horizontal dimension and a vertical dimension of the concept. That is the struggle to develop educational quality in classrooms so that all students benefit from inclusive education, regardless of which definition of inclusion one supports. 2011. Under the vision of education for all, some countries have actually overlooked the issue of disability, and have not been able to provide education for the most disadvantaged students (Miles and Singal 2010). An inclusive school or classroom can only be successful when all students feel that they are truly part of the school community. Registered in England & Wales No. The practical state of inclusive education in many countries differs widely, between and even within schools. In particular, the author brings to attention that the included/excluded dualism apparent in the writings of social inclusion and exclusion cannot be taken at face value. The different initiatives can compete and be in conflict with each other, and in this case disrupt inclusive ambitions and practices (Florian 2014). The Law. Why Inclusion? No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. A consequence is that placement has become decisive and has contributed to the notion that inclusive education is mostly about how to organize teaching. This is in line with the Salamanca Declaration from 1994, which covers all groups of students in danger of facing problems in school because of diversity (UNESCO 1994). Challenge for inclusion in education is a risk involved in inclusive education in accordance with the most excluded from. 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