Importance of Inclusive Education in The Modern World

The importance of inclusive education is the topic for this essay. Inclusive education holds various definitions and is subjective in one's understanding, Churchill et al (2019, p.317) remind us “An inclusive, learning-friendly environment (ILFE) welcomes, nurtures and educates all children regardless of their gender, physical, intellectual, social, emotional, linguistic or other characteristics”. The context of the term is albeit wider than that of integration, whereby integration simply reflects the mere attempt to ‘integrate’ students with diverse needs into mainstream schooling and broadly focuses on disabilities or special educational needs (Evans & Lunt, 2002), inclusion is more widely referenced or idealised as an individual's right to participation and the achievement of equality through engagement in daily life (Hyde, 2017). The concept of inclusion is demonstrated in the human rights principles and evidenced in multiple international agreements, however, for practices relating to inclusion to be successful, a systematic approach is required (Winter & O’Raw 2010).

Inclusive education today and in the future ideally would look at the development and design of schools, classrooms, and programs so that all students are afforded the opportunity to attend mainstream schooling in age-appropriate, regular classes and that they are supported to learn, contribute and participate in all aspects of school life (Imaniah & Fitria 2018). Students would be able to participate in learning in a common environment with support that will remove barriers and obstacles that may lead to exclusion. An effective learning environment should afford every student the opportunity to participate in learning in a shared environment, whilst promoting a sense of belonging and ensuring each student progresses toward appropriate personal, social, emotional and academic goals. It needs to meet the individual learning needs through the provision of support and student-focused teaching practices.

Evans and Lunt (2002) as cited in Winter & O’Raw (2010) point out that inclusion for all is difficult under the existing systems and policies. Schools are bureaucratic at best, with a strong focus on curriculum and results which is restrictive when attempting to meet the needs of diverse learners. Teaching practices are also largely influenced by an individual's beliefs and by the legislation and policies that support student education. Foreman (2008) states “personal beliefs and philosophies are expressed as principles that influence ones teaching practice both directly and indirectly”.

The move towards inclusive education and inclusive schools will take time and will bring a cultural change and shift in the educational systems mindset. Like there is no one defining statement for inclusive education, the ideal of what inclusivity looks like and how it is delivered is widely contested (Winter & O’Raw, 2010). What can be stated is that education that is inclusive provides a means that is beneficial to individuals, families and communities as a whole and whilst barriers are still evident, inclusive education is moving forward in many schools and will continue to be possible if individuals at all levels are committed to becoming more inclusive. 

References

1. Churchill, R., Ferguson, P., & Godinho, S. (Eds.). (2019). International Handbook of Inclusive Education. Springer.
2. Hyde, M. (2017). Inclusive education: Stories of success and failure. Routledge.
3. Evans, J., & Lunt, I. (2002). Inclusion and the standards agenda: Negotiating policy pressures in England. Journal of Education Policy, 17(4), 423-438.
4. Imaniah, N. N., & Fitria, R. (2018). Inclusive education for students with special needs: Perceptions and attitudes of teachers in Indonesia. Journal of Education and Learning, 12(1), 123-131.
5. Foreman, P. (2008). Curriculum and ideology. Journal of Curriculum Studies, 40(2), 165-176.
6. Winter, E., & O’Raw, P. (2010). The challenge of inclusion and inclusive education in the Irish context: Is the system ready for it? European Journal of Special Needs Education, 25(1), 1-17.
7. Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next? Prospects, 38(1), 15-34.