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. This moves inclusion away from the field of disability into the realm of diversity, a terrain that ‘ … now incorporates a more extensive spectrum of concerns and discourses … ’ (Thomas 2013, 474), which is far more complex and demanding to practise. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug, P. (2017). [city: Oxon]: Routledge. Teachers Perspectives on Organizing Inclusions in Various Welfare Contexts.” In Rights of Children in the Nordic Welfare States, edited by G. H.Jacobsen, 145–167. It could be a temptation to copy definitions and approaches from the more experienced. Therefore, teachers must trust in the fact that they are capable of teaching all children, as well as continually developing creative new ways of teaching (Florian 2014). Integration then sustained the dichotomy between ordinary and special education. 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. Then there is no need for distinctive impairment-oriented strategies or other pedagogical specializations for most students (Thomas and Loxley 2007). 2010. In the next part, I refer to a model of inclusion that distinguishes between a horizontal dimension and a vertical dimension of the concept. 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. Putting Theory into Practice. “Recognising Value Tensions that Underlie Problems in Inclusive Education.” Cambridge Journal of Education1–16. As I will come back to, a frequent issue in this respect has been the placement of students receiving special education. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships … comments powered by “Inclusion: By Choice or by Chance?” International Journal of Inclusive Education15: 29–39. Brunsson (2000) emphasizes that absence of uncertainty and conflicts associated with ambitious activities and practices are important conditions for success. The ambitions and ideal value aspects of inclusion have few negative positions or limitations (Norwich 2014). Vislie, L.2003. Kreitz-Sandberg, S. 2015. This illustrates that inclusion is strongly value- and ideology-driven, in the same category as other similar concepts such as democracy and social justice. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. Fulcher, G. 1999. doi: https://doi.org/10.1080/15017410903385052, Haug, P.2014. The first two categories exemplify the narrow definition of inclusion, and deal only with education for students with disabilities. 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. One approach is to focus on the students’ pathologies, on the personal difficulties behind their learning problems. The different initiatives can compete and be in conflict with each other, and in this case disrupt inclusive ambitions and practices (Florian 2014). In real life, education policy combines inclusive initiatives with other reform issues. Using quotes from authors, it will be explained how different people view inclusion and integration. It is not in line with the most common definitions and theories. 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). Especially characteristic are deep-seated dilemmas, when you have to choose between several unfavourable alternatives. The key issue discussed in the article is the main challenges in developing inclusive education. 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. Lack of consistency weakens the policy. [city: Oslo]: Uniupub forlag. Understanding inclusive education: ideals and reality. Those that haven’t, are generally left to sift through myths, misunderstandings and the occasional truth. ‘Education for All’ has become an alternative expression. Haug, P.2010. The Guidelines were approved in July 2009 by the Council for Education Ministers for implementation in provinces and schools to guide the implementation of Inclusive Education at a practical level. “From Integration to Inclusion: Focusing Global Trends and Changes in the Western European Societies.” European Journal of Special Needs Education18 (1): 17–35. 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). The question is what kind of teaching is best for the students in need of special support. A central element in the debates about inclusive education is the students’ learning outcomes and developments. Teachers argue, for instance, that they do not have adequate working conditions to meet all the challenges in inclusive education (Kreitz-Sandberg 2015). The second approach is to follow Vislie (2003) when she considers 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. The lowest level is about the placement of students with disabilities in a general education classroom. Some aspects of inclusive education have a history that goes back several hundred years (Johnsen 2000). No potential conflict of interest was reported by the authors. 5 Howick Place | London | SW1P 1WG. “Conceptual Diversities and Empirical Shortcomings-a Critical Analysis of Research on Inclusive Education.” European Journal of Special Needs Education29 (3): 265–280. This is a classic validation challenge, to make sure you study what you think you are studying. Most European countries express an intention to realize inclusive education in accordance with the advanced definitions. 2009. Hansen, O., and L.Qvortrup. Haug, P., 2017. Haug, P., 2017. 1994. [city: Odense]: European Agency for Special Needs and Inclusive Education. 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. [city: London]: Routledge. Vocational Education and Training-Summary of Country Information. “The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?” International Journal of Inclusive Education14 (1): 1–15. Inclusive education means all children in the same classrooms, in the same schools. Therefore, to be able to realize inclusive education we have to further develop teachers’ competencies in this particular form of education. The danger is political oversell, such that it is impossible or at best very demanding to fulfil the promises (Cuban 2001). 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. In a study of research about inclusion, Göransson and Nilholm (2014) identified four levels of definitions, illustrating the narrow and the broad definitions. One of the central ambitions when changing the policy from integration to inclusion was to secure better teaching outcomes for all students (Vislie 2003). Norwich, B.2008. When deciding where to teach students, Warnock (2005) gives priority to where students experience the highest potential for learning, in combination with a feeling of belonging and well-being. Guidelines for Full-Service / Inclusive Schools, 2010. 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). inclusion is thought of as all individuals with disabilities belonging in the general education classroom without exception. The close connection between inclusive education and special education has made placement, being taught together with all other students, an important element in inclusion, a parallel to what happened earlier in the case of integration. His main areas of research interests are educational reforms and classroom activities especially connected to special education and inclusion. 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. An inclusive environment is one where everyone feels valued. This has to be done systematically, and must be empirically documented. Here I will show you the best definition by different educationist in India as well as western philosophers. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. IMPORTANCE OF INCLUSIVE EDUCATION: THE ROLE OF SCHOOL TEACHERS ¹ R. Mercinah & ² Dr.D.Nirmala (¹ M. Phil. Disqus. These values and beliefs will be shared by schools and communities. To get public attention, political statements often have to present their ambitions by promising a lot, as is done in the case of inclusion. For instance, Hansen and Qvortrup (2013) define inclusion as a combination of three issues: physical, meaning placement, social, that is participation, and psychological, involving students’ personal experiences of being included in school. Disabling Policies? 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. In line with global debate on social inclusion and exclusion, the author brings the way Evaluating Old and New International Perspectives, edited by D.Mitchell, 1–21. Improving Schools, Developing Inclusion. The difficulties also relate to dominating and different national historical, social and political traditions. Since the Salamanca Statement in 1994, most European countries have acknowledged that inclusive education is an important premise to secure equal educational rights for all persons with varied special educational needs. That is, inclusion to meet the social and/or academic needs of all students and, finally, inclusion to create communities. The aim is to create safe and inclusive school environments for students with disabilities and additional needs. 2011. [city: London]: Routledge. 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. doi: https://doi.org/10.1080/0885625082000042294. doi: https://doi.org/10.1080/13632752.2014.883788. Far from it. Scandinavian Journal of Disability Research. doi: https://doi.org/10.1080/08856257.2014.933551. This article has discussed the understanding and practices of inclusive education, and the main challenges in developing inclusive education. Lindsay, G.2007. The Irrational Organization. This is a global movement within UNESCO to provide basic education of quality for all (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. Mitchell (2005b) contrasts inclusion as a single-dominant issue with inclusion as a multiple-oriented matter. Varying results could be a consequence of weak pedagogical practices, rather than of the low efficacy of inclusive education (Cara 2013). doi: https://doi.org/10.1348/000709906X156881, Miles, S., and N.Singal. [city: Los Angeles], [state: CA]: Sage. The quality of teaching and learning processes in inclusive education has lower priority. Inclusive Education and Classroom Practice in Secondary Education 2 ... countries participating in the Classroom and School Practice project. Oversold and Underused: Computers in the Classroom. Purpose of Curriculum Design . [city: London]: Routledge. Inclusive Education and Classroom Practice in Secondary Education 2 ... countries participating in the Classroom and School Practice project. Rix, J., and K.Sheehy. Warnock, M. 2005. ‘ …  a correlation exists between the ideology predominant in a society [ … ] and its approach to disability and inclusive education […]’ (Arduin 2015, 118). Allan, J. ‘Poor outcome may be found but, it is argued, these should drive us to greater efforts to discover how to implement a policy seen as inherently correct’ (Lindsay 2007, 2). In the first case, inclusion refers to one dominant value, idea and practice. Deconstructing Special Education and Constructing Inclusion. “International Trends in Inclusive Education: The Continuing Challenge to Teach One and Everyone.” European Journal of Special Needs Education23 (2): 109–120. DOI: http://doi.org/10.1080/15017419.2016.1224778, Haug P. Understanding inclusive education: ideals and reality. Definition of inclusion Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities.