Inclusion is for all students
Inclusion is a National Minimum Curriculum (NMC) commitment that concerns the education of all students. Issues of inclusive education have arisen from a consideration of the difficulties faced by students with Individual Educational Needs to participate fully in mainstream education. However, the same issues are not seen as of concern to all students and the education system as a whole. An inclusive education approach should view all students as learners with equal rights but with a diversity of needs arising from any factor and not just disability (e.g. also giftedness).
Two major aims of the Inclusive Education Process
- To make schools more welcoming for all students whatever their characteristics and needs by developing an appreciation of diversity and orchestrating all learning so that it is accessible to student diversity:
- To ensure the inclusion of students with individual educational needs (due to impairments and other individual characteristics such as giftedness) by developing the equal valuing of each student and mobilizing resources to support their learning and participation in all peer activities.
Three major dimensions of the Inclusive Education Process
Inclusion is a holistic approach that has to permeate the whole school experience of staff, students, parents and the community. This wide view of inclusive education will be ensured by addressing the three major intertwined dimension of the educational experience, namely school cultures, policies and practices.
Dimension A: General Indicators of Inclusive Cultures:
- Building a welcoming school community
- Establishing inclusive values
Dimension B: General Indicators of Inclusive Policies:
- Developing a school for all
- Organizing support for diversity
Dimension C: General Indicators of Inclusive Practices:
- Orchestrating learning for diversity
- Mobilizing resources for support for IEN