What is Inclusive Education?

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.

Neighbourhood schools are the heart of our communities, and Inclusion BC

believes they are essential for a quality inclusive education system. Therefore we
believe it is important to support a public education system in B.C.

Benefits of Inclusive Education

All children benefit from inclusive education. It allows them to:

 Develop individual strengths and gifts, with high and appropriate expectations for
each child.
 Work on individual goals while participating in the life of the classroom with other
students their own age.
 Involve their parents in their education and in the activities of their local schools.
 Foster a school culture of respect and belonging. Inclusive education provides
opportunities to learn about and accept individual differences, lessening the impact
of harassment and bullying.
 Develop friendships with a wide variety of other children, each with their own
individual needs and abilities.
 Positively affect both their school and community to appreciate diversity and
inclusion on a broader level.

Why is inclusive education important?

It’s important because as Canadians, we value our diverse communities. These

communities start at school, where all students learn to live alongside peers. They
learn together; they play together; they grow and are nurtured together.

Is inclusive education for everybody?

The simple answer is YES. However, individual needs may mean that some
students need to spend time out of regular class for a particular purpose. There are
always exceptions, but they are in fact EXCEPTIONS: if needed, they are
individualized in the student’s community school.

Inclusion
Inclusion in education is an approach to educating students with special
educational needs. Under the inclusion model, students with special needs spend
most or all of their time with non-special needs students. Inclusion rejects the use
of special schools or classrooms to separate students with disabilities from students
without disabilities.
Implementation of these practices varies. Schools most frequently use the inclusion
model for selected students with mild to moderate special needs. [1] Fully inclusive
schools, which are rare, do not separate "general education" and "special
education" programs; instead, the school is restructured so that all students learn
together.[2]
Inclusive education differs from the 'integration' or 'mainstreaming' model of
education, which tended to be concerned principally with disability and special
educational needs, and learners changing or becoming 'ready for' or deserving of
accommodation by the mainstream. By contrast, inclusion is about the child's right
to participate and the school's duty to accept the child.
A premium is placed upon full participation by students with disabilities and upon
respect for their social, civil, and educational rights. Feeling included is not limited
to physical and cognitive disabilities, but also includes the full range of human
diversity with respect to ability, language, culture, gender, age and of other forms
of human differences. Richard Wilkinson and Kate Pickett wrote, "student
performance and behaviour in educational tasks can be profoundly affected by the
way we feel, we are seen and judged by others. When we expect to be viewed as
inferior, our abilities seem to diminish".

Fully inclusive schools and general or special education policies[

Fully inclusive schools, which are rare, no longer distinguish between "general
education" and "special education" programs which refers to the debates and
federal initiatives of the 1980s, such as the Community Integration Project and the
debates on home schools and special education-regular education
classrooms; instead, the school is restructured so that all students learn
together. All approaches to inclusive schooling require administrative and
managerial changes to move from the traditional approaches to elementary and
high school education.
Inclusion remains in 2015 as part of school, now to the most integrated setting
from LRE and educational reform initiatives in the US and other parts of the world.
Inclusion is an effort to improve quality in education in the fields of disability, is a
common theme in educational reform for decades, and is supported by the UN
Convention on the Rights of Persons with Disabilities. Inclusion has been
researched and studied for decades, though reported lighly in the public with early
studies on heterogeneous and homogeneous ability groupings studies of critical
friends and inclusion facilitators self-contained to general education reversal of
90% among many others obtaining doctoral degrees throughout the US.

Classification of students and educational practices

Classification of students by disability is standard in educational systems which
use diagnostic, educational and psychological testing, among others. However,
inclusion has been associated with its own planning, including MAPS which Jack
Pear point leads with still leads in 2015[31] and person-centred planning with John
O'Brien and Connie Lyle O'Brien who view inclusion as a force for school
renewal.
Inclusion has two sub-types: the first is sometimes called regular
inclusion or partial inclusion, and the other is full inclusion.
Inclusive practice is not always inclusive but is a form of integration. For example,
students with special needs are educated in regular classes for nearly all of the day,
or at least for more than half of the day.[34] Whenever possible, the students receive
any additional help or special instruction in the general classroom, and the student
is treated like a full member of the class. However, most specialized services are
provided outside a regular classroom, particularly if these services require special
equipment or might be disruptive to the rest of the class (such as speech therapy),
and students are pulled out of the regular classroom for these services. In this case,
the student occasionally leaves the regular classroom to attend smaller, more
intensive instructional sessions in a resource room, or to receive other related
services, such as speech and language therapy, occupational and/or physical
therapy, psychological services, and social work.[34] This approach can be very
similar to many mainstreaming practices, and may differ in little more than the
educational ideals behind it.
In the "full inclusion" setting, the students with special needs are always educated
alongside students without special needs, as the first and desired option while
maintaining appropriate supports and services. Some educators say this might be
more effective for the students with special needs.[35] At the extreme, full inclusion
is the integration of all students, even those that require the most substantial
educational and behavioral supports and services to be successful in regular classes
and the elimination of special, segregated special education classes. [35] Special
education is considered a service, not a place and those services are integrated into
the daily routines (See, ecological inventories) and classroom structure,
environment, curriculum and strategies and brought to the student, instead of
removing the student to meet his or her individual needs. However, this approach
to full inclusion is somewhat controversial, and it is not widely understood or
applied to date.
Much more commonly, local educational agencies have the responsibility to
organize services for children with disabilities. They may provide a variety of
settings, from special classrooms to mainstreaming to inclusion, and assign, as
teachers and administrators often do, students to the system that seems most likely
to help the student achieve his or her individual educational goals. Students with
mild or moderate disabilities, as well as disabilities that do not affect academic
achievement, such as using power wheelchair, scooter or other mobility device, are
most likely to be fully included; indeed, children with polio or with leg injuries
have grown to be leaders and teachers in government and universities; self
advocates travel across the country and to different parts of the world. However,
students with all types of disabilities from all the different disability categories
(See, also 2012 book by Michael Wehmeyer from the University of Kansas) have
been successfully included in general education classes, working and achieving
their individual educational goals in regular school environments and activities
(reference needed).
Alternatives to inclusion programs: school procedures and community
development[edit]
Students with disabilities who are not included are typically either mainstreamed or
segregated.
A mainstreamed student attends some general education classes, typically for less
than half the day, and often for less academically rigorous, or if you will, more
interesting and career-oriented classes. For example, a young student with
significant intellectual disabilities might be mainstreamed for physical education
classes, art classes and storybook time, but spend reading and mathematics classes
with other students that have similar disabilities ("needs for the same level of
academic instruction"). They may have access to a resource room for remediation
or enhancement of course content, or for a variety of group and individual
meetings and consultations.
A segregated student attends no classes with non-disabled students with disability a
tested category determined before or at school entrance. He or she might attend
a special school termed residential schools that only enrolls other students with
disabilities, or might be placed in a dedicated, self-contained classroom in a school
that also enrolls general education students. The latter model of integration, like
the 1970s Jowonio School in Syracuse, is often highly valued when combined with
teaching such as Montessori education techniques. Home schooling was also a
popular alternative among highly educated parents with children with significant
disabilities.
Residential schools have been criticized for decades, and the government has been
asked repeatedly to keep funds and services in the local districts, including for
family support services for parents who may be currently single and raising a child
with significant challenges on their own.[39] Children with special needs may
already be involved with early childhood education which can have a family
support component emphasizing the strengths of the child and family.[40]
Some students may be confined to a hospital due to a medical condition (e.g.,
cancer treatments) and are thus eligible for tutoring services provided by a school
district.[41] Less common alternatives include homeschooling[42][43] and, particularly
in developing countries, exclusion from education.
From the least restrictive to the most integrated setting[edit]
For schools in the United States, the federal requirement that students be educated
in the historic least restrictive environment that is reasonable encourages the
implementation of inclusion of students previously excluded by the school
system.[47][48] However, a critical critique of the LRE principle, commonly used to
guide US schools, indicates that it often places restrictions and segregation on the
individuals with the most severe disabilities.[49] By the late 1980s, individuals with
significant disabilities and their families and caregivers were already living quality
lives in homes and local communities Luckily, the US Supreme Court has now
ruled in the Olmstead Decision (1999) that the new principle is that of the "most
integrated setting",[53] as described by the national Consortium of Citizens with
Disabilities, which should result in better achievement of national integration and
inclusion goals in the 21st Century.
Benefiting in an inclusive environment[edit]
"The inclusion of age-appropriate students in a general education classroom,
alongside those with and without disability is beneficial to both parties involved.
(Waitoller and Thorius) With inclusive education, all students are exposed to the
same curriculum, they develop their own individual potential, and participate in the
same activities at the same time. Therefore, there is a variety of ways in which
learning takes place because students learn differently, at their own pace and by
their own style. (Carter, Moss, Asmus, Fesperman, Cooney, Brock, Lyons, Huber,
and Vincent) Effectively, inclusive education provides a nurturing venue where
teaching and learning should occur despite pros and cons. It is evident that students
with disabilities benefit more in an inclusive atmosphere because they can receive
help from their peers with diverse abilities and they compete at the same level due
to equal opportunities given."
The Benefits of Inclusive Education
Here are key findings about the benefits of inclusion for children and families:
Families’ visions of a typical life for their children can come true.
All parents want their children to be accepted by their peers, have friends and lead
“regular” lives. Inclusive settings can make this vision a reality for many children
with disabilities.
Children develop a positive understanding of themselves and others.
When children attend classes that reflect the similarities and differences of people
in the real world, they learn to appreciate diversity. Respect and understanding
grow when children of differing abilities and cultures play and learn together.
Friendships develop.
Schools are important places for children to develop friendships and learn social
skills. Children with and without disabilities learn with and from each other in
inclusive classes.
Children learn important academic skills.
In inclusive classrooms, children with and without disabilities are expected to learn
to read, write and do math. With higher expectations and good instruction children
with disabilities learn academic skills.
All children learn by being together.
Because the philosophy of inclusive education is aimed at helping all children
learn, everyone in the class benefits. Children learn at their own pace and style
within a nurturing learning environment.

Inclusive Education and its Benefits

Inclusive education is about looking at the ways our schools, classrooms, programs
and lessons are designed so that all children can participate and learn. Inclusion is
also about finding different ways of teaching so that classrooms actively involve
all children. It also means finding ways to develop friendships, relationships and
mutual respect between all children, and between children and teachers in the
school.

Inclusive education is not just for some children. Being included is not something
that a child must be ready for. All children are at all times ready to attend regular
schools and classrooms. Their participation is not something that must be earned.
 Inclusive education is a way of thinking about how to be creative to make our
schools a place where all children can participate. Creativity may mean teachers
learning to teach in different ways or designing their lessons so that all children
can be involved.

As a value, inclusive education reflects the expectation that we want all of our
children to be appreciated and accepted throughout life.

Does Inclusive Education Mean That All Children Should Never Leave Their
Regular Classrooms?
Inclusive education means that all children are educated in regular classrooms. It
does not, however, mean that individual children cannot leave the classroom for
specific reasons. For example, a child may require one-on-one assistance in a
particular subject. This may or may not be happening during regular class time.
Once schools are inclusive, serious thought is given to how often a child may be
out of regular classroom and the reasons that this may be happening It does not
mean that children with certain characteristics (for example, those who have
disabilities) are grouped together in separate classrooms for all or part of the school
day.

Key Features of Inclusive Education

 Generally, inclusive education will be successful if these important features and
practices are followed:
 Accepting unconditionally all children into regular classes and the life of the
school.
 Providing as much support to children, teachers and classrooms as necessary to
ensure that all children can participate in their schools and classes.
 Looking at all children at what they can do rather then what they cannot do.
 Teachers and parents have high expectations of all children.
 Developing education goals according to each child’s abilities. This means that
children do not need to have the same education goals in order to learn together
in regular classes.
 Designing schools and classes in ways that help children learn and achieve to
their fullest potential (for example, by developing class time tables for allowing
more individual attention for all students).
 Having strong leadership for inclusion from school principals and other
administrators.
 Having teachers who have knowledge about different ways of teaching so that
children with various abilities and strengths can learn together.
 Having principals, teachers, parents and others work together to determine the
most affective ways of providing a quality education in an inclusive
environment.
The Benefits of Inclusive Education
Over the years, the benefits of providing an inclusive education to all children have
been shown. Inclusive education (when practiced well) is very important because:

 All children are able to be part of their community and develop a sense of
belonging and become better prepared for life in the community as children and
adults.
 It provides better opportunities for learning. Children with varying abilities are
often better motivated when they learn in classes surrounded by other children.
 The expectations of all the children are higher. Successful inclusion attempts to
develop an individual’s strengths and gifts.
 It allows children to work on individual goals while being with other students
their own age.
 It encourages the involvement of parents in the education of their children and
the activities of their local schools.
 It fosters a culture of respect and belonging. It also provides the opportunity to
learn about and accept individual differences.
 It provides all children with opportunities to develop friendships with one
another. Friendships provide role models and opportunities for growth.
 Advantages of Inclusive Classrooms
Inclusive classrooms are a fairly new, educational concept. In the inclusive
classroom, children with mild to moderate forms of disabilities are included in the
regular classroom with children that do not have disabilities. As the practice has
become more widely used, we have begun seeing a number of benefits from it.
Five of the most distinct advantages of inclusive classrooms can be described as
the following.
Non-Disabled Teach Disabled
In the inclusive classroom, one of the chief advantages of having mild to
moderately disabled children in the traditional classroom is that these disabled
children are able to learn vast amounts from their non-disabled peers. In one way,
the disabled child can learn from the other children by seeing their methods of
study, retention, and development. Likewise, this close proximity allows the
disabled child an intimate look at proper and improper behavior in non-disabled
children. This particularly helps in children with emotional or psychological
disabilities.

Disabled Teach Non-Disabled

The inverse of the above advantage to inclusion is also true in that non-disabled
children can stand to learn a great deal from their disabled peers. With all of the
misconception regarding disability in our society, one of the best ways to learn
about it as well as those with disabilities is by being close to and interacting with
them on a regular basis. This learning experience may be equal to if not greater
than the above in its ethical and educational value.

Building Community
The PBS.org article, The Benefits Of Inclusive Education, provides a good
rundown as to the community-forming benefits of inclusion in the classroom. As
stated, children learn more from each other than adults. They also form bonds and
the fruits of young friendships and relationships. The differences between students
is then acknowledged and respected within the group; diversity in team and
community identity is accepted and even enjoyed. Teachers can also stand to learn
a great deal in sociological and psychological aspects when a part of such a
communion of students.
Studies Back Inclusion
Anyone with an agenda can certainly just state that educational inclusion practices
are better than non-inclusion and that we should just therefore accept that as fact.
However, now that inclusion is no longer a newborn concept, research has had
time to analyze and interpret the results. So far, the overwhelming evidence
suggests that classroom inclusion yields much better academic and behavioral
results in their disabled attendees than do non-inclusive approaches. Results like
these are tough to go against.
Inexpensive Efficacy
In times past, children were split up with the disabled going to separate classrooms
from the non-disabled. Each disabled child in attendance would then entitle the
school to additional funding in order to cover the increased difficulty in teaching
through that disability. Schools still receive this additional funding for the disabled
in attendance but can now include them in the regular, less costly classroom. While
additional teacher’s aides and other resources of cost may be needed in the
classroom at this point, there is still a massive savings experienced via the pricey,
specialized classroom’s extinction. The resulting surplus funding and resources can
then be utilized in other areas of the school in need.

Inclusive Education in Indian Context:-

Education of children with disabilities in India, as all over the world, has moved
from segregation, special schools to integrated education. There is a national level
central government sponsored scheme called Integrated Education of Disabled
Children (IEDC). This project was started in 1980s and designed based on the
experience gathered from a UNICEF assisted pilot project called PIED (project on
integrated education of disabled children).

In the mid-1980s many NGOs implemented this IEDC with grants from
government. of India. This project is implemented by the Ministry of Human
Resource Development.

This is basically an itinerant resource teaching approach and one resource teacher
was given to every 8 children with special needs. There are around 60,000 children
with disabilities getting access to education under this scheme. By and large the
project is managed by the NGO sector.

Although the goals and objectives of the IEDC program were laudable, the number
of children with disabilities enrolled was woefully small. For example in
Karnataka state about 2% of all children with disabilities acquire education. About
1% of these children are enrolled in special schools and the balance 1% are in the
integrated education system.
 Total Special Education Integrated Education

Number of children Number of children receiving Number of children

with disabilities who education in special schools/ receiving education in
need education: institutions integrated schools

Location: Karnataka (Number of Special Schools: (Number of Integrated

120) Schools: 2384)
Age: 0-14 Yrs

Source: Karnataka
Door to door survey
report-1991

137044 10,000 7.30% 9462 6.90%

Total Grants received Rs. 4 Total Grants received

crores (approx)
Rs 1,15,00,000
(1 crore: Karnataka Govt.3
crores: Govt. of India)

Cost per child Rs 4000 Rs 1215

Why we need to move from IEDC?

1. IEDC was heavily dependent on resource teachers in the projects

implemented by NGOs.
2. IEDC implemented by Government teachers had a questionable quality
because the teachers were trained only for 42 days.
3. In the NGO implemented IED model the quality and support to children in
rural areas was inadequate because the resource teachers had to travel from
one village to the other, often covering long distances on foot. The time
actually available for resource teaching was inadequate.
4. The resource teaching approach in NGO models was also questionable
because children were either pulled out from regular classes for resource
teaching or they were asked to come before school and stay back after
 school. This was not a child friendly approach, more so for children in the
4th standard and above, who travelled a long distance, often from
neighboring villages, to reach the school.

Inclusive Education

As a system, inclusive education should be flexible. Its principle should be

education in the regular classroom whenever possible. This need for flexibility
must be reflected in the methods and materials used to give these children the
widest possible access to the regular curriculum. When discussing the kind of
service needed, the starting point should always be what is best for the particular
child. Emphasising inclusive education does not rule out special schools or
centres. They would still be required to cater to children with profound and
complex difficulties in need of more specialized and extensive help, including e.g.
many deaf children. This alternative should, however, not be considered, unless
classroom placement cannot meet their needs.

In line with the new policy of inclusive education, special schools begin to
function more and more as resource centers. They involve in outreach
programmes, where they draw on their vast experience and knowledge. They link
their activities with those of the regular schools, the families, and the communities.

Inclusive education services allow children with disabilities to stay with their
family and to go to the nearest school, just like all other children. This
circumstance is of vital importance to their personal development. Interrupting a
disabled child's normal development may have far more severe consequences than
the disability itself.

In this context, it is important to stress the role parents have. They have a right to
be involved in all decision-making concerning their child. They should be seen as
partners in the education process. Where there is such co-operation, parents have
been found to be very important resources for the teachers and the schools.

As a rule, there are a number of practical problems that have to be solved before a
child with special educational needs can go to school or take part in school
activities. The arrangements it takes are fairly simple, provided co-ordinated local
and unconventional initiatives are stimulated. One should also remember that the
child's schoolmates represent a valuable potential partner who is ready and able to
help in overcoming some of these problems.

School reform needed which facilitating learning of every child

Traditional Approach Inclusive Approach

Education for some Education for all

Static Flexible

Collective teaching Individualised Teaching

Learning in segregated areas Learning in Integrated areas

Emphasis on teaching subject-

Emphasis on learning child-centred
orientated

Diagnostic / prescriptive Holistic

Opportunities limited by
Equalisation of opportunities for all
exclusion

Disability view Curricular view

Planning is made on ability levels and opposes all

Labels children disability wise
kinds of labelling

Table 1. Different educational practices (3)

Inclusion a holistic vision

Any child may experience a special need during the course of educational years
(UNESCO). Some children feel 'left-outs' and never enter school or enter only for a
few years and, as repeaters, become 'drop-outs' or, more correctly 'pushed-outs',
without their needs having been met. These children are a vivid illustration of the
failure of schools to teach rather than the pupils' failure to learn. A school system
emphasising Education for All should ensure the right of all children to a
meaningful education based on individual needs and abilities. (Ture Johnson 2002)

The regular schools will now increasingly play a major role in making provision
for children with special educational needs available nation-wide. Making the
school system flexible and adopting an inclusive approach may, however, prove
the most challenging task of all, a task calling for deep reflection and discussion of
the two fundamental questions: "What is the overall role of education", and "What
is it we want children to learn in school?" It might lead to the need of reforming the
school system as a whole from a traditional, examination-oriented to an inclusive,
child-oriented approach.

Policy and Reality

To open up the regular school system to disabled children is not an easy task. The
policy on inclusion and mainstreaming can easily become "main dumping" if not
implemented carefully. It was, however, pointed out that a big gap exists between
this ideal situation and the present reality. There is an urgent need for interventions
for equipping general teachers with special skills, making general curricula,
teaching methods. Evaluation procedures, learning material disability-sensitive and
addressing the attitudes /needs of other children in the school to ensure such
interventions benefits all children.

It is important to have a holistic, comprehensive and inter-sect oral approach where

all pieces are put together. It is not enough to present and implement one part only.
An inclusion policy cannot stand-alone and "cannot be a substitute for careful
planning of interventions and systematic capacity-building for the implementers of
these interventions". (5)

The curriculum for "ALL" needs to be:

1. Child centred: Children with disabilities need child-centred curriculum,

which takes into account the individual needs of children. The curriculum
needs to set specific, observable, measurable and achievable learning
outcomes (SOMA).
 2. Flexible: A flexible, locally relevant curriculum, teaching and learning
strategies are intrinsically important for children with special needs to
participate in the educational process.
3. Participatory: Children with special needs require a learning environment in
which they can actively participate in learning in small groups learning
settings
4. Partnership with parents: Partnership with parents is a key factor as children
learn not only in the classrooms but also at home.

Conclusion

Inclusive education must respond to all pupils as individuals, recognizing

individuality as something to be appreciated and respected. Inclusive education
responding to special needs will thus have positive returns for all pupils.” All
children and young people of the world, with their individual strengths and
weaknesses, with their hopes and expectations, have the right to education. It is not
our education systems that have a right to a certain type of children. Therefore, it is
the school system of a country that must be adjusted to meet the needs of all its
children."

The preparation of teachers for rural special education programmes should be

planneddifferently, as the aim of these programmes would be to integrate disabled
persons in theirown environment and community.

As a system, inclusive education should be flexible. Its flexibility must be reflected

in the methods and materials used to give these children the widest possible access
to the regular curriculum.

A school-based support team should develop strategies for the whole school to
meet the needs of learners with special educational needs. This team should also be
a resource for teachers experiencing problems in their classrooms.

The school has the primary responsibility for helping children learn alongside their
typically developing peers. An inclusive school must enable education structures,
systems and methodologies to meet the needs of all children, particularly those
who face the greatest barriers to achieving their right to education.7.

Parents have a right to be involved in all decision-making concerning their child.

They should be seen as partners in the education process. Where there is such co-
operation, parents have been found to be very important resources for the teachers
and the schools.8.

Bringing special children into mainstream requires adjustments that schools need
to make in advance. Transport facilities should be altered, so that these children
can move around with relative ease. Architecturally, there should be ramps and
wheelchair access constructed in service areas such as toilets.

Student-oriented components, such as medical and educational assessment, books

and stationery, uniforms, transport allowance, reader allowance and stipend for
girls, support services, assistive devices, boarding the lodging facility, therapeutic
services, teaching learning materials, etc should provide according to need of the
students.

Differently a bled children should be treated equally as the normal children and
instead oflooking them in sympathy their talents and abilities should be recognised
for their self-respect and welfare of the society.

Necessary school supplies such as audio learning or textbooks in Braille should be

madeavailable. Suitable modification to examination system may be required, so
as to eliminate pure mathematical and logical assessments.

Teachers‟ attitudes towards inclusive education could be formed and developed in

the
context of an educational system which can provide some specific conditions in or
der tohave a good practice in this field.

Families with children without disabilities should develop relationships with

families with children with disabilities and be able to make a contribution.
In-service training programmes of two to three weeks' duration for general
educators andspecial educators in all the disabilities and in specific areas of
disability should arrange toeffectively teach children with disabilities.

Those schools that are committed to taking in children with special needs, then
teachers must attend workshops in order to be adjusted to the child's needs.

Periodic evaluation of the training programmes and constant updating to meet the
challenges of changing trends in special education should be part of the planning of
teacher preparation.

Inclusion should not be the sole responsibility of the specific class teacher.
Everybody should be involved and take responsibility. Training for teachers should
be sustained and ongoing. It should most importantly focus on attitudinal change.

The reform of the curriculum should be made in parallel with a proper training
forteachers regarding their knowledge of inclusion and its principles. The curriculu
m foreach of the above programmes should be carefully developed by an expert
group which includes practising special teachers.
Conclusion
Right to Education Act 2009 ensures education to all children irrespective of their
caste, religion, ability, and so on. It is essential to build an inclusive society
through an inclusive approach. In doing so, we have challenged commonly held
beliefs and developed a new set of core assumptions. Inclusion is more than a
method of educating students with disabilities. It stresses that each child, regardless
of the intensity and severity of his or her disabilities, is a valued member of society
and is capable of participating in that society. A good inclusive education is one
that allows all the students to participate in all aspects of classroom equally or
close to equal. To meet the challenges, the involvement and cooperation of
educators, parents, and community leaders is vital for the creation of better and
more inclusive schools. The Government of India is trying to improve its education
system focusing on the inclusive approach. The challenges can be overcome by
raising awareness of human rights in communities
and publicising positive examples of disabled children and adults succeeding in inc
lusive education and in life beyond school as a result. We need to develop an
inclusive design of learning to make the education joyful for all children so that the
education for them is welcoming, learner friendly and beneficial and they feel as a
part of it not apart from it. Therefore, Inclusion arose as a good solution to the
question of how to educate these children more effectively