Rudelyn F.

Demerin
Ph.D Ed Ad – Higher Education
Contemporary Issues in Philippine Education
Dr. Maria Teresa B. Isidor

INCLUSIVE EDUCATION: ADDRESSING ACCESS TO EDUCATION FOR ALL

Introduction:

The definition of Inclusive education is based on different perspectives. The idea first came out
within UNESCO and became the topic agenda in world conferences of educational endeavours.
However, there have been different interpretation and understanding on what inclusive education
is. As presented in the World Conference of Special Needs Education, it started from the idea that
inclusive education covers children with special needs. In many studies and researches, which
provide a historical perspective of education as inclusive is mainly focused on these needs. Even
Europe has acknowledged this.

The different researches and readings of inclusive education recently have discussed the evolving
definition of the true essence of inclusive education, that which is comprehensive. It also
encounters a lot of challenges particularly in developing countries.

From other researches and international literature, it has been recognized that one of the most
important element towards inclusive education is the leadership practice, which can bring
sustainable change. Organizational conditions are needed in order to bring about such
developments, focusing in particular on the role of leadership in fostering inclusive cultures
(Ainscow, 2010).

But what is really inclusive education? Is it something about children with special needs? Those
who are poor? The minorities? Or it encompasses all regardless of their race, economic status,
physical appearance. The preceding review of literature will help us understand what inclusive
education is and how it evolves from a limited point of view to a more comprehensive
understanding.
Inclusive education: limited to children with special needs

Inclusive education emerged as an idea within United Nations Educational, Scientific and Cultural
Organization’s Special Education Unit and was tackled at the ‘World Conference on Special Needs
Education’ in Salamanca in 1994. Since then, it has been on the global agenda as the overriding
political objective within education. In spite of this, in the international level, the common
interpretation of the meaning of ‘inclusive education was not clearly agreed. However,
the Salamanca Statement reflected clearly the idea of inclusive education that which is between
regular and special education (Solveig, 2016).

A policy of inclusion is generally understood around the world as part of a human rights agenda
that demands access to, and equity in education. However, there are many interpretations about
what constitutes educational rights, as well as how these should be assessed, and evaluated
(Florian, 2008).

This concept of Inclusive education was highlighted in the lecture given by Professor Geoff
Lindsay, Director of the Centre for Educational Development, Appraisal and Research (CEDAR)
in 2002 on the development of inclusion and inclusive practices; models of special educational
needs and disability. This argument is based on the research that inclusive education will be of
interest to everyone concerned with the education of children and young people with special
educational needs ( Lindsay, 2003).

This idea of what inclusive education is that has been advocated by UNESCO over a period of
approximately 40 years according to Peters (2007) as one of the international policy agenda is
pertaining to education of disabled children and youth. At present, there is an increased
understanding of current educational inequalities and lack of progress toward Education for All
for people with disabilities.

From exclusion to inclusion

In recent years, there have been movements toward an inclusive education. The move towards
inclusive education and inclusion in mainstream society springs from many directions: research;
the imperative for greater social justice; calls for civil rights; legislation that prohibits
discrimination; original, distinctive projects started by imaginative educators; and the voices of
those who have been through special education (Vlachou, 1997).

This inclusive education has established itself as an important element within the general field of
educational research. While the increasing attention to social inclusion is apparently consistent
with the general aspiration for social justice – a vehicle for arguing against traditional notions of
special educational needs in favour of educational disablement as identity politics (Slee, 2001).
Mittler (2012) argues that the aim of this reform is to ensure access to and participation in the
whole range of opportunities provided by a school to all its pupils and to avoid segregation and
isolation. The policy is designed to benefit all pupils including those from ethnic or linguistic
minorities, those with disabilities or learning difficulties and children who are frequently absent or
those at risk of exclusion.

Singal (2009) contends, that although inclusive education is defined by some writers in terms of
overcoming barriers to learning and development for all children, it tends to fill the gap left by
EFA and so focuses almost exclusively on disabled children. Some studies highlight the
opportunities created by the current international interest in, and apparent commitment to,
delivering quality education for all children.

Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be
included in mainstream education and the proposition that inclusive education is more effective
(Lindsay, 2007). Inclusion involves a process of reform and restructuring of the school as a whole,
with the aim of ensuring that all pupils can have access to the whole range of educational and
social opportunities offered by the school. This includes the curriculum offer, teaching strategies,
school structure, and the whole environment.

Wider definition of inclusive education

Most European countries have acknowledged inclusive education as a means to secure equal
educational rights for all persons. However, the definitions and implementations of inclusive
education vary immensely (Peder, 2017).

The concept of inclusive education has come to mean many things: from the very specific – for
example, the inclusion of children with disabilities in mainstream schools – to a very broad notion
of social inclusion as used by governments and the international community as a way of responding
to diversity among learners (Ainscow, 2007).

The long debate and traditional notion of inclusive education as traditional and limited is replaced
by a new perspective and concepts of what inclusive education is. The book of Chitolie (2014) on
Education For All highlights a brief but substantial idea of inclusive education which is not just
about the inclusion of minority children but it is about human rights, about the kind of society and
the kind of schools we want for all our children, because is not only about schools but about
society. Inclusion is not about placing children in mainstream schools. It is about changing schools
to make them more responsive to the needs of all children in their school and preparing them to
teach those children who are currently excluded from their school, for whatever reason. It concerns
all children who are not benefitting from schooling, not just who are labelled as having “special
educational needs”

The new educational conversation, centers on how to design schools and student learning for a
future that many educators find nearly impossible to even imagine. How students with disabilities
and special education continue to fit into this future is the ongoing challenge of inclusion. While
much progress has been made, trends point to some troubling results especially for minority
students, and students with some kinds of disabilities. The newest challenge is to make inclusive
practices available to everybody, everywhere and all the time (Ferguson 2008).

The Education for all (EFA), a worldwide movement that promotes the expansion and quality
learning for all children, young people and adults resonates at the global, the regional, the national
and the local levels defines inclusive education in a much wider, encompassing perspective. This
concept of inclusive education is expressed in 6 goals. According to Chitolie (2014), they are:

1. Access to and improvement of early childhood care and education

2. Access to and completion of free and compulsory primary education of good quality for all,
especially girls, children in difficult circumstances and those belonging to ethnic minorities
3. Appropriate and life skills programmes for all young people and adults
4. Improvements in levels of adult literacy
5. Elimination of gender disparities
6. Improving all aspects of the quality of education.
The move toward inclusive education is a product of researches done in a more changing world
towards a more just and humane society. This has been influenced by the context where we are
now, culture and a deeper understanding of our laws and legislation. Nevertheless, this move
requires a lot of preparation. Definitely, this needs a more equipped school structure and teachers.

Forlin (2009) believes that preparation of teachers for regular schools has clearly needed to
undergo quite significant change in recent years. One major adjustment has been the necessity to
prepare teachers for progressively more diverse student populations as they will increasingly be
required to teach in inclusive classrooms (Forlin, 2009). Including all children in education is the
major challenge facing this educational system around the world, in both developing and
developed countries (Ainscow, 2008).

Even in our strategies in teaching it has to be more inclusive. It doesn’t require the introduction of
new techniques but rather involves collaboration within and between schools, closer links between
schools and communities and networking. (Miles, 2008) It goes into students’ learning outcomes
in inclusive education as well as teacher competencies for inclusive pedagogy. Placement seems
to be the most frequent criterion of inclusive education, to avoid segregation (Peder, 2017).

As the world faces the challenges of globalization, we are also growing toward a more just and
inclusive society. The changing trends in educational system are one of the many steps toward this
goal. The global community with its lights and shadows, struggling to improve and provide quality
of life to its people is opening its doors to a greater possibilities and opportunities that our times
can offer. From a more traditional concept of providing education to people, the world sees and
believes that inclusive education is about embracing everyone and making a commitment to
provide each student in the community, each student in a democracy, with inalienable right to
belong. This assumes that living and learning together benefits everyone, not just children who are
labelled as having a difference. Meaning inclusive education is something we believe in and we
do. It’s a matter of attitude. It’s how we teach by example.
 REFERENCES

Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: where
next?. Prospects, 38(1), 15-34.

Chitolie-Joseph, E., & Unit, C. P. (2014). EDUCATION FOR ALL (EFA). (St. Lucia)

Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal of
Special Education, 35(4), 202-208.

Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing
pre‐service teachers’ attitudes, sentiments and concerns about inclusive education. International
Journal of Inclusive Education, 13(2), 195-209.

Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special

Education, 30(1), 3-12.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive

education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.

Little, A. W. (Ed.). (2006). Education for all and multigrade teaching: Challenges and
opportunities. Springer Science & Business Media.

Mittler, P. (2012). Working towards inclusive education: Social contexts. Routledge.

Peder Haug. (2017) Understanding inclusive education: ideals and reality. Scandinavian Journal
of Disability Research 19:3, pages 206-217.

Peters, S. J. (2007). “Education for all?” A historical analysis of international inclusive education
policy and individuals with disabilities. Journal of disability policy studies, 18(2), 98-108.

Slee, R. (2001). Social justice and the changing directions in educational research: The case of
inclusive education. International journal of inclusive education, 5(2-3), 167-177.
Solveig M. Reindal. (2016) Discussing inclusive education: an inquiry into different
interpretations and a search for ethical aspects of inclusion using the capabilities
approach. European Journal of Special Needs Education 31:1, pages 1-12.

Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic study. Open University
Pres.