It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. doi: https://doi.org/10.1080/0885625042000319089. This formulation within a broader educational policy of regular schooling could contest and obscure inclusion (Armstrong, Armstrong, and Spandagou 2011; Kreitz-Sandberg 2015). To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. The Positive Side of Special Education: Minimizing Its Fads, Fancies, and Follies. Today this consensus does not exist, as has been documented here. 2014. 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). An OECD report claims that there is agreement about what inclusive education is, and that the main challenges are a mixture of lack of political will and human beings’ endless resistance to change (OECD 1999). 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, … Public school definition, (in the U.S.) a school that is maintained at public expense for the education of the children of a community or district and that constitutes a part of a system of free public education commonly including primary and secondary schools. doi: https://doi.org/10.1080/15017410903385052, Haug, P.2014. In each section of Chapter 5, … Focus on disability-inclusive educational planning. 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. 2007. There they should have access to differentiated and individualized support, programmes and assessments. Disabling Policies? Inclusive education is put into practice within school communities that value Anastasiou, D., J. M.Kauffman, and S.Di Nuovo. In spite of an overriding formal normative consensus, it is not possible to find one universally institutionalized definition of inclusive education. Norwich, B., and A.Lewis. doi: https://doi.org/10.1080/08856257.2014.922797, Tangen, R. 2005. If we turn to different international organizations, such as UNICEF, UNESCO, the Council of Europe, the United Nations and the European Union, the definitions of inclusion have several common ideal elements (Hardy and Woodcock 2015; Kiuppis 2011). There is consensus between international organizations about how to define inclusive education. There are few simple answers about how to proceed towards successfully implementing inclusive education. In all countries, there is a gap between formulations and realizations of inclusive education (Graham and Jahnukainen 2011; Göransson and Nilholm 2014; Nes 2010; Smyth et al. Scandinavian Journal of Disability Research. 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. Changes are slow, few and there are many setbacks. doi: https://doi.org/10.1080/02680939.2010.493230. From the experiences with integration in mainstream classes, where lack of academic benefit for ‘integrated students’ was one of the main criticisms (Vislie 2003), this stance is quite surprising and unexpected. Evidence-Based Practice in Education. Teacher competencies in the field of inclusive pedagogy have been poor. In principle, it is possible to generalize the same notion of competence to all groups of students in need of special support in school. Both have been highly criticized (Kavale and Mostert 2004; Mostert, Kavale, and Kauffmann 2008). [city: Oslo]: Uniupub forlag. The narrow definition of inclusion deals with special education only (Arduin 2015). “The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?” International Journal of Inclusive Education14 (1): 1–15. [city: Odense]: European Agency for Special Needs and Inclusive Education. 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). I will question these assertions, by discussing definitions of inclusive education, inclusive practices, outcomes of inclusive education and competences for inclusive education as revealed in recent research, with special relevance for European countries. It will be crucial to reveal the challenges involved in inclusive education and to develop ways in which teachers can meet them. The most obvious is probably that the results also depend upon the quality of the teaching. The quality of teaching and learning processes in inclusive education has lower priority. 11 Different Definitions of Inclusion:The Good, The Bad and The Ugly Inclusive education is still not widely practiced in schools across the United States. One issue seems to be of importance for all involved, independent of the definition and practice of inclusive education. In order to fully understand the practices of inclusion, it is imperative to dwell upon the role of coherence. This is a global movement within UNESCO to provide basic education of quality for all (Miles and Singal 2010). A highly differentiated and specialized teacher-core will be the solution. Scandinavian Journal of Disability Research 19 (3): 206–17. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. Inclusion introduces a new perspective on the poor educational performances of students. 2000. The dominating current use comes from how to organize and teach special education to students with disabilities (Florian 2008), a narrow approach. There is a risk involved in directly importing inclusive solutions and strategies from others and, in that way, standardizing school systems. Inclusive education then means to teach all students together in a normal school-class setting, where they all receive teaching that corresponds to their abilities and interests (Anastasiou, Kauffman, and Di Nuovo 2015; Haug 2014). Peder Haug is professor of education at the Faculty of Humanities and Education, Volda University College. 2010. For the last few years, her school has worked on adopting a co-teaching model of education in an effort to create more inclusive classrooms. ‘ …  a correlation exists between the ideology predominant in a society [ … ] and its approach to disability and inclusive education […]’ (Arduin 2015, 118). Kavale, K. A.2007. Empirical evidence has so far not been especially important in developing inclusive education. 1. To teach all these different groups of students, a school must have a supply of teachers with different special competencies (Kreitz-Sandberg 2015). doi: https://doi.org/10.1080/08856250802387166. An inclusive classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. 3, 2017, pp. 2007. “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. 2000. This question deals with research- and evidence-based results, which at present is an issue in current education policy (Kvernbekk 2016). Benefit from teaching does not necessarily belong to the concept of inclusive education. inclusive model to support children with social, emotional and behavioural difficulties in school contexts, International Journal of Inclusive Education, DOI: 10.1080/13603116.2015.1111448 of Social Work, Bharathidasan University, Trichy) Abstract: Inclusive education refers to an academic system that allows special education students to become included in mainstream classes alongside their peers. Brownell, M. T., P. T.Sindelar, M. T.Kiely, and L. C.Danielson. Inclusive curriculum: An inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. Each country must develop its own path to inclusive education (Mitchell 2005a). They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. Norwich, B. “How Specialized Is Teaching Children with Disabilities and Difficulties?” Journal of Curriculum Studies39 (2): 127–150. doi: https://doi.org/10.1111/j.1467-8578.2008.00402.x, Florian, L.2014. It is evident that teaching quality is decisive for the students’ learning outcomes. The essay requires the definition of inclusion and how it defers to integration. The importance of access and placement in inclusive education has received too much attention, at the expense of developing pedagogical quality. The ambitions and ideal value aspects of inclusion have few negative positions or limitations (Norwich 2014). Kreitz-Sandberg, S. 2015. 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. I concentrate my comments on elements of general and overall interest. Five Key Messages for Inclusive Education. Norwich, B.2008. And why is inclusion so often only mentioned in passing in many policies?’ (Hardy and Woodcock 2015, 117). Getting all children in school and learning. There is no model of inclusive education that suits every country (Graham and Jahnukainen 2011; Miles and Singal 2010; Mitchell 2005a). Cara, M.2013. For these reasons, a discussion of teacher and teaching competence is relevant. 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). Mitchell (2005b) rejects a view that relates inclusion to one single-dominant value and practice. Inclusion contests the established explanation that low achievements in school are a result of students’ individual pathological characteristics and weaknesses. A Synthesis of Over 800 Meta-analyses Relating to Achievement. The Irrational Organization. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. This article has discussed the understanding and practices of inclusive education, and the main challenges in developing inclusive education. [city: Dordrecht]: Springer. An analysis of relevant research databases from 2012 concluded that, as expected, the dominant use of the term inclusion was in relation to special education and disability (Norwich 2014). Disqus. The second explanation is the relationship between national historical, economic, societal, cultural and political traditions and established ideas, values and ideologies as well as practices and models of inclusion. 2017. 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