Inclusive Education is when all students, regardless of any

challenges they may have, are placed in age-appropriate

general education classes that are in their own neighbourhood
schools to receive high quality instruction, interventions, and
supports that enable them to meet success in the core
curriculum.
The educational experiences of students with disabilities can be
seen through exclusion, segregation, integration and inclusion.

Principles that guide quality inclusive education:

 All children belong. https://lepole.education/en/index.php/pedagogical-
 All children learn in different ways. culture/63-the-inclusive-school?showall=&start=1
 It is every child’s right to be included.

Why is it important? Education is a fundamental right for every child. Unfortunately, children around the
world are excluded from schools where they belong because of disability, race, language, religion, gender,
and poverty. Every child has a human right to education and builds the longevity of communities. It means
more productive societies, less unemployment and higher economic growth.

Benefits of Inclusive Education Provides a range of academic and social benefits for students with
disabilities, such as higher achievement in language and mathematics, improved rates of high school
graduation, and more positive relationships with non-disabled students.

 Families’ visions of a typical life for their children can come true.
 Children develop a positive understanding of themselves and
others.
 Friendships develop.
 Children learn important academic skills.
 All children learn by being together.

Common Misconceptions about Inclusive Education

 Myth 1: Separate is better.
Reality: Segregation doesn’t work.
 Myth 2: Children must be “ready” to be included.
Reality: All children have to the right to be with other children their own age.
 Myth 3: Parents don’t support inclusive education.
Reality: Parents have been and continue to be the driving force for inclusive education.

Strategies to support:
Planning
 Individual goals
 Adapting the curriculum
 Implementing a personalised learning and
support plan
 Partial or supported participation
 Additional support to assist achievement of
learning outcomes
 Reasonable substitute activities for those who
cannot participate
 Focus on what is to be taught (and how) rather
than who is to learn it
 Set a positive learning environment that caters
for the classroom layout and routine
Individual Teaching
 Understanding the value of inclusion
 Getting to know the children in the class
 Planning for inclusion
 Modifying the learning environment
 Exploring Multiple Identities
 Preventing prejudice
 Promoting social justice
 Choosing appreciation Materials
 Teaching and Learning about cultures and
religions
 Adapting and integrating lessons approximately

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Instruction
 Use a multisensory approach.
 Use a highly structured format for
presentations.
 Use graphic organisers.
 Present material in small, sequential
steps.
 Teach specific strategies (e.g.
taking notes, reading
comprehension).
 Review key points frequently.
 Assign a buddy reader or note
taker.
 Reduce visual distractions.
 Seat student close to board,
teacher, or student helper: away
from door or window.
 Provide a quiet work area.
 Allow students to move if needed.
 Use visual reminders as aids.
 Use teacher-initiated signals for
redirecting attention.
 Give oral and written directions.
 Speak slowly and clearly.
Accommodation Checklist
Organisation
 Keep work area clear.
 Post assignments and work
completed in a consistent
spot.
 Assist student with notebook
organisation.
 Use assignment notebook.
 Extend time to complete
assignments.
 Shorten or chunk assignments.
 Give timeline for longer
projects.
 Give specific feedback.
 Provide peer tutoring.
 Use cooperative learning
groups.
 Provide structured daily
activities.
 Explain changes in routine.
Evaluation
 Explain grading and give rubric.
 Give specific feedback.
 Preview before test; give frequent
quizzes; give sample questions.
 Orient student to test format.
 Use a clear, uncluttered copy;
enlarge print.
 Make test directions simple and
clear.
 Provide ample space for answers
on test.
 Allow alternate test response
(oral, computer).
 Read test aloud to student.
 Give open-note or take-home
tests.
 Use alternate forms of evaluation
(oral report, group projects, and
debate).
 Reduce required assignments.
 Provide proofreading checklist.
 Accept print or cursive writing.

Effective common learning environments:

 Enable each student to fully participate in the learning environment that is designed for all students
and is shared with peers in the chosen educational setting;
 Provide a positive climate, promote a sense of belonging and ensure student progress toward
appropriate personal, social, emotional and academic goals;
 Are responsive to individual learning needs by providing sufficient levels of support and applying
student-centred teaching practices and principles.
 Common learning environment: an inclusive environment where instruction is designed to be
delivered to students of mixed ability and with their peer group in the community school, while being
responsive to their individual needs as a learner, and used for the majority of the students’ regular
instruction hours.

Melbourne Declaration
 ‘Provide all students with access to high-quality schooling that is free from discrimination based on
gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability,
socioeconomic background or geographic location’.
 ‘Reduce the effect of other sources of disadvantage, such as disability, homelessness, refugee
status and remoteness’.

Salamanca Statement and Framework for Action 1994

All children:
 Have a fundamental right to education
 Have unique characteristics, interests, abilities and learning needs
 Take into account this wide diversity
 Access to regular schools
 Attend regular schools that combat discriminatory attitudes, create welcoming
communities, build an inclusive society and achieve education for all.

International Studies:
Thailand guarantee access to 12 years of free basic education. Most Thai students with disabilities attend
integrated schools.
South Africa are transitioning students from segregated placements into an integrated system of
neighbourhood, full-service, and specialised schools.
Italy is sustained by a firm national consensus for full inclusion. Less than 1% of all children with special needs
are educated in segregated settings.

References and Resources: please visit https://educ3629.weebly.com

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