Inclusive education means that all students attend their local neighborhood schools and are included in regular classes with support. It focuses on designing schools to meet all students' needs and keeping them in their communities. Inclusive education is flexible and aims to educate students in regular classrooms, but also allows for specialized schools. It benefits all students by fostering respect, belonging and acceptance of differences. The goal is for education systems to adjust to students' needs rather than view students as needing to adjust to the system.

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ONLINE ASSIGNMENT

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Inclusive Education

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INTRODUCATION
Inclusive education means that all students attend and are welcomed by
their neighborhood 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.
Neighborhood 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.
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. Emphasizing inclusive
education does not rule out special schools or centers. 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.

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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.

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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-orientated
Emphasis on learning child-centred
Diagnostic / prescriptive Holistic
Opportunities limited by
exclusion
Equalisation of opportunities for all
Disability view Curricular view
Labels children disability
wise
Planning is made on ability levels and
opposes all kinds of labelling
Inclusive education is not a marginal issue, but is central to the
achievement of high quality education for all learners and the
development of more inclusive societies.

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The democratic and human rights-based intent of Inclusive Education is
defined in the Salamanca Statement and represented in the 'recognition
of the need to work towards 'schools for all' - institutions which include
everybody, celebrate differences, support learning, and respond to
individual needs'. A commitment to this approach is central to
UNICEF's work in the region.
Article 1 of the United Nations Convention on the Rights of Persons
with Disabilities describes persons with disabilities as 'those who have
long-term, physical, mental, intellectual or sensory impairments
which in interaction with various barriers may hinder their full and
effective participation in society on an equal basis with others'.
This working definition of disability acknowledges the importance of
the context and environment in enabling or disabling individuals
from participating effectively within society.
Inclusive Education is not only about issues of input, such as access,
and those related to processes such as teacher training, but it involves a
shift in underlying values and beliefs, along with very specific
approaches, positions, and solutions. A broad range of strategies at all
levels are needed to realize the right of children with disabilities to
inclusive education:
Government wide measure to establish the necessary infrastructure:
-political will and good governance
-government structures
-ending institutionalization
-financing
-guarantee the right to nondiscrimination
-strengthening information systems
-learning from what works
-partnerships and participation
-capacity building and awareness raising

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Specific targeted measures to promote the right of access and full
participation in quality education:
-removing the barriers to inclusive education
-working and supporting parents
-early childhood and care services
-ensuring access and availability of inclusive
education
-creating inclusive learning environments
-securing appropriate individualized support for
children with disabilties
-developing inclusive curricula, teaching and
learning methods
-introdcution of rights based and inclusive student
assessments
-investment in teacher training
-support within schools for teachers
-establishing resources to provide specialist
support
-a child-centered, safe and healthy environment
Respect for rights within learning environments
-right to respect for identity, culture and language
-respect for children’s participation rights
-right to respect for personal and physical integrity
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.

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 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,.
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."
That is a big and difficult task, but "where there is a will there is a way!"
References
1. Helander, E. (1993) Prejudice and Dignity. UNDP, N.Y.
2. The Salamanca Statement and Framework for Action on Special
Needs Education. World Conference on Special Needs Education:
Access and Quality, Salamanca, Spain, 7-10 June 1994. UNESCO
and Ministry of Education and Science, Spain 1994.
3. Johnson, T. (1995) Inclusive Education. UNDP, Geneva.