reflection on inclusive education essay

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Personal Reflection on The Importance of Inclusion in The Classroom

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Published: Apr 5, 2023

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Q&A: How inclusion in education has evolved

What is the Salamanca Statement on Inclusion in Education?

The  Salamanca Statement on Inclusion in Education was adopted at the joint UNESCO and Ministry of Education of Spain World Conference on Special Needs Education held in Salamanca, Spain, in 1994. The Statement and its accompanying framework for action represent a worldwide consensus on future directions for the education of children with special needs. It is considered as having provided the impetus for inclusive education worldwide. 

The Salamanca Statement emphasized the principle of inclusive education, which advocates for the education of all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, in schools. It called on governments to adopt inclusive policies and stressed the importance of adapting teaching methods, curricula and environments to accommodate the needs of all students. It highlighted the need for adequate training and support for teachers to enable them to address the diverse needs of students effectively and emphasized the importance of collaboration among governments, non-governmental organizations, communities and families to promote inclusive education.

What has happened since the adoption of this Statement?

Since the Salamanca Statement, efforts for inclusive education have continued. The Sustainable Development Goals adopted in 2015 and specifically Goal 4 recognizes the urgent need to provide equitable and inclusive quality education for all learners from the early years through compulsory schooling, technical and vocational education and training, higher education and lifelong learning. It calls on governments to step up efforts to achieve inclusion in education with special emphasis on the role of civil society and the involvement of marginalized groups. It was further highlighted at the United Nations  Transforming Education Summit (TES) in 2022, which recalled the baseline of the Sustainable Development Goal – leave no one behind.

Many countries have enacted laws and policies to promote inclusive education. Of the 133 national commitments to transform education made by countries at the TES, 87% recognized the importance of ensuring more inclusive education systems that cater for the needs of the most vulnerable learners and communities. 

Despite progress since the Salamanca Statement, deep disparities remain. Millions of children and youth are still denied their right to education . Over 7 million refugee children are not enrolled in school. Poverty, geographical location, gender, language, disability, ethnicity, migration or displacement status continue to dictate and limit education opportunities. 

There has been a gradual shift in attitudes towards inclusion in education. More stakeholders, including educators, policymakers, parents and communities are recognizing the value of inclusive education in promoting diversity, equity and social cohesion.  Data shows that when children have at least one sensory difficulty, they are less likely to complete primary school than children who have no sensory difficulties. 

What are the positive trends to ensure inclusion in education?

There is growing emphasis on providing teachers with training and professional development opportunities to effectively support inclusive practices in the classroom. Educators are learning strategies for differentiating instruction, fostering inclusive classroom environments and collaborating with special education professionals and support staff. However, around 40% of countries still do not provide teacher training on inclusion . 

The development and integration of assistive technologies have expanded opportunities for students with disabilities to access educational materials and participate in learning activities alongside their peers. Yet,  laws in 25% of countries make provisions for educating children with disabilities in separate settings, rising to over 40% in Asia and in Latin America and the Caribbean .

There is increasing recognition of the intersectionality of identities and experiences among students. Inclusive education efforts are evolving to address the unique needs and challenges faced by students who belong to multiple marginalized groups, such as students with disabilities who are also from minority ethnic or linguistic backgrounds.  In at least 20 countries, hardly any poor, rural young woman complete upper secondary school.

Overall, the evolution of inclusion in education since the Salamanca Statement and the adoption of the Sustainable Development Goals in 2015 reflect a growing commitment to creating equitable, diverse and inclusive learning environments where every learner matters, and matters equally. Barriers to inclusion include poor attitudes, inaccessible and unsafe learning environments, rigid curriculum, ineffective teacher training, lack of knowledge of the language of instruction, socio-economic barriers to education, and lack of political will and funding. 

How is UNESCO supporting inclusion in education?

UNESCO plays a significant role in promoting inclusive education around the world through various initiatives, programmes and advocacy efforts. UNESCO supports governments to adopt inclusive education frameworks, provides technical assistance and builds capacity among governments, education stakeholders and institutions to develop inclusive education systems. The Global Education Monitoring Report’s  SCOPE and VIEW databases track indicators related to access, participation, quality and equity in education, including the inclusion of marginalized and vulnerable populations.  

More work remains to be done. UNESCO calls on governments and partners to support inclusive education by:

• Targeting financial support to disadvantaged groups and eliminate direct and indirect schools fees in basic education; 
• providing programmes and avenues for re-entry into the education system, equivalency programmes, programmes for continuous learning and lifelong learning, both in formal and non-formal education systems; 
• forging a holistic approach to education from early childhood onwards to incorporate the concerns of marginalized and excluded groups in all levels of education and in all areas of education;
• developing capacities for policy-making and system management to support strategies towards inclusive quality education; and 
• undertaking research on inclusive policies and quality learning enhancement to build good practice based on the evidence of what works.

More information

• UNESCO inclusion in education  
• Celebrating inclusion in education: 30th Anniversary of Salamanca Statement
• Celebrating inclusion in education: Global Inclusive Schools' Forum  
• SDG4 mid-term progress review: progress since 2015 has been far too slow  
• 2020 GEM Report on inclusion in education : All means All
• Regional Report on inclusion in education: 2020 Latin America and the Caribbean report
• Regional Report on inclusion in education: 2021 Central and Eastern Europe, Caucasus and Central Asia
• PEER country profiles on inclusion in education
• Right from the start: build inclusive societies through inclusive early childhood education
• How committed? Unlocking financing for equity in education
• Inclusive teaching: preparing all teachers to teach all students
• Access the  SCOPE website  
• Explore the  VIEW website  

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Equality, Diversity and Inclusive Education Essay

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Introduction

Perspectives on equality and inclusive education, inequality concerns in education, strategies to avoid inequality and promote equality and diversity.

Issues of equality in learning cut across the entire social divide. They involve concerns on how factors like poverty, social status, gender, individual liberty, democracy, ethnicity and race contribute to inequality in education. Diversity exists because people share some common attributes and differences that make them a unique group. People belong to different cultures, languages, and religions.

Learners, teachers and other professionals involved in the provision of education need to be aware on how these factors affect inclusive learning. When there is diversity among learners and those facilitating the learning process, people are able to learn about themselves and the value of appreciating cross cultural differences among them. Inclusive learning is one way to encourage diversity. This paper briefs on the various issues on equality in learning and then provides some strategies than can used in order to promote inclusive learning and equality.

Roemer (1) explains that there two views of equality of opportunity today. The first one call on the nondiscrimination principle, this principle states that in the competition for positions in the society, individuals should be judged by attributes that are related to performance whereas personal attributes like race or sex should not be important considerations.

The second view supports and encourages the society to ensure a level playing ground for all people so that everyone can benefit from the existing opportunities. Therefore those inequalities exist in education because the society has not been able to apply these principles in a manner that makes learning environments accommodative to learners who share different cross cultural heritage. Roemer (1)

Inclusive education has many facets, generally it is meant to provide all learners with equitable opportunities to enable them receive effective educational services. This also includes learners who have various disabilities. Inclusive learning in part involves providing the necessary teaching and learning aids together with offering support services that are helpful in preparing the learners to be full productive members of the society. Daniels and Garner (2).

The major goal of inclusive learning is to value the diversity of the human community and also ensure that there is equity in the provision of education to all groups of people, such that not a single will be underrepresented in any way.

Inequality in education has had one major impact which is limiting access to and attainment of the same educational standard by a particular group of people because of the social status and class.

Educational inequalities between people from different social classes have been both a political and social concern for a long time. For example there was great focus on educational inequalities in Great Britain before the start of the Second World War. This continued to 1960s and 1970s.It was observed that these inequalities were between the sexes and also between the majority and minority racial groups. Foster, Gomm, and Hammersly (3)

In the United States, great differences exist in the ability of different states to finance educational programs adequately. It has also been established that educational opportunities and attainment continue to differ by social class, states, regions, and between urban and rural communities as well. Newton (4). When governments are unable to provide enough finances for educational projects fairly through out the country, then there will be various inequalities which will be noted within the education system.

Another important factor that contributes to inequality in education is poverty and the level of income which varies greatly within families. It is known that well off families are able to afford what is perceived by the many to be quality education for their children compared to poor families which have to send their children to low cost public schools. Poverty extends to include exclusion of advantages in housing and health as well.

The physical condition of the learners also continues to feature prominently on the equality debate. These physical factors relate to the learner’s ability to hear, see, or other forms of physical disability that some people constantly perceive to limit the learners’ ability to learn in a normal learning environment.

Proponents of inclusive education argue that it’s possible to integrate learners with various forms of physical disabilities in normal learning institutions as it is an important way to reduce stigmatization and segregation of disabled learners. They also continue to base their argument on lack of strong evidence that could support the widely held notion that specific categories of students learn differently. Those opposing inclusive education strongly advocate for the creation of special learning facilities for people with various disabilities.

Gender and patriarchy are also known to have a great influence in perpetuating the existence of educational inequality. This can be best seen in many African countries where education of the male children is held with high importance than that of the female children. Owing to this, women for a long time have had poor access to educational opportunities. Gender equity in Africa has been an area of focus by civil rights organizations and non governmental organizations for last two decades. Nafziger (5) notes that since colonial days in African states, education has been an important vehicle for upward social mobility.

He explains that the educated were able to occupy administrative positions in the government bureaucracies of the time and this enabled them to use education to transmit class status to their children. This group consisted of mainly men, the reproduction of the class system through education therefore led to a situation where men had higher educational attainment compared to women.

Democracy and racism are linked to equality in terms of human rights and societal development. Many immigrant groups were segregated and denied educational opportunities until the abolition of Jim Crow rules which led to equal opportunities for both the dominant white population and the minorities’. Countries undergoing civil wars and other forms of internal conflicts have poor records of good governance.under such circumstances, the ruling class has often violated the rights of the ordinary people. This consequently leads to the widespread inequalities that are seen when such countries are compared to those which have peace and democratic leadership.

A commitment to addressing the challenge of ensuring equal opportunity as well as non-discrimination is important in ensuring that inclusive education becomes a practical reality. Towards this end, it would involve actions that are based on proper needs identification. These needs for example could be those of learners with some disability, those of learners who do not speak the dominant teaching language or learners who come from disadvantaged backgrounds and who often encounter difficulties in their learning.

An excellent example for this is offering scholarships to international students and work-study programs for needy students which would enable them to meet their living costs especially in higher learning institutions. This is one way of encouraging equality and diversity. Needs assessment also relates to building the competence of new teachers who have little exposure to multicultural learning environments. This would for example involve encouraging such teachers to bilingual bearing in mind the context of the situation.

Planning for multicultural classrooms should take note of the staffing needs to ensure that the teaching and support staff are sensitive to the cultural diversity in the school. This is important in making every learner to feel that they belong together. The staff should interact more with learners who appear withdrawn and hardly noticeable in the school. Designing of the school curriculum should take into consideration the concerns of minority groups and ensure that their issues are addressed within the taught curriculum. A common mistake made by tutors in multicultural classrooms is ignoring, disapproving or showing open sarcasm to the customs of and traditions of learners with whom they have little ties in terms of cultural heritage. Gill, Mayor, and Blair (6).

Facilitating cultural exchange initiatives among the learners can also play an important role in integrating the diverse groups of learners into a cohesive unit.

Educational planners should facilitate and evaluate the professional development of staffs in multicultural learning centers. Planners should also evaluate educational policies both at the national and local level levels to ensure that discriminative policies are not enforced. This would is important in sustaining gains made should old staff members move out.Assessing whether there are conflicting issues among members of the school is important as it is possible to address them before they escalate to heightened levels. Performance evaluation among staff and earners as well should be based on the ability and not on individual attributes like color, race and ethnicity.

Inequalities in education disadvantage groups of people from access and attainment of education similar to others due to social status. The answer to educational inequalities lies in upholding the principle of non-discrimination and ensuring a level playing field in order for all people to enjoy equitable opportunities.

• Roemer, J E. Equality of opportunity. U.S.A. Harvard University Press; 1998.
• Daniels H, Garner P. Inclusive education: supporting inclusion in education systems. London.Routledge; 2000.
• Foster, P, Gomm, R, Hammersley, M. Constructing educational inequality: An assessment of research on school
• Newton, E. Problems of equality of opportunity in education.Jstor: review of educational research, vol.16, No.1 (1946) pp 46-49.Cited 2010.
• Nafziger, E W. Inequality in Africa: political elites, proletariat, peasants, and the poor. Cambridge.CUP Archive; 1988.
• Gill, D., Mayor, M.B, Blair, M. Racism and education: structures and strategies. London. Sage Publications;2002.
• "Teaching Exceptional Children" by Smith, R. M.
• Education Considerations for Students With Autism
• Inclusive Education Program in Saudi Arabia
• Embracing Inclusion: A Teacher’s Journey
• Inclusive Instructional Design in Education
• Philosophy of Special Educational
• Exceptional Children with Special Abilities
• Learning Disabilities and Communication Disorders
• What I Want From Executive MBA Program
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IvyPanda. (2021, December 9). Equality, Diversity and Inclusive Education. https://ivypanda.com/essays/equality-diversity-and-inclusive-education/

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IvyPanda . 2021. "Equality, Diversity and Inclusive Education." December 9, 2021. https://ivypanda.com/essays/equality-diversity-and-inclusive-education/.

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A Theoretical Essay about Inclusion and the Role of Teachers in Building an Inclusive Education

2022, European Journal of Education and Pedagogy

This article is a theoretical essay that revisits the concept of inclusive education and places teachers at the heart of the educational commitment of all schools, which means, quality education for all students. The teacher's knowledge, attitudes and values influence the building of a learning environment that facilitates a focus on the needs of each student, placing the student in the middle of the edification of an inclusive school. In this article, we will, on one hand, value the need for the teacher to move towards the development of differentiated pedagogical practices in the classroom, where pedagogical differentiation, as a principle of positive discrimination, is a way of guaranteeing equal opportunities in accessing teaching and learning. On the other hand, we will also consider reflective practice as a privileged resource for the teacher to develop new skills and knowledge. Teachers who reflect on their practices tend to adopt professional attitudes that lead to self-critique, commitment, responsibility, and autonomy. Being a reflective teacher is a pathway to the birth of a different teacher; a teacher capable of improving teaching competencies by creating learning opportunities that will facilitate the implementation of different methodological approaches.

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In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts.

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The policy of inclusion in schools is being implemented in countries around the world. This development challenges teachers to search for pedagogy and practices that will strengthen their professionalism in addressing diversity in their classroom. In this chapter inclusion is emphasized as an ongoing and never-ending process. It is grounded in the ideologies of social justice, democracy, human rights and access to education for all. Inclusion is discussed in three terms: (i) as inclusive education that stands for the process of increasing participation and decreasing exclusion; (ii) as inclusive pedagogy that focuses how to teach in inclusive schools; and (iii) as inclusive practice that stands for how the concept of inclusion acquires meaning in practice. Furthermore the chapter describes key methods for developing inclusive practice as teachers prepare teaching, as they teach and collaborate with others. Science education is important for everyone and therefore it is critical to develop equitable opportunities for all pupils to achieve and be successful in the subject.

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Home / Essay Samples / Education / Special Education / Inclusive Education: Empowering Students with Special Needs

Inclusive Education: Empowering Students with Special Needs

• Category: Education
• Topic: Education System , Importance of Education , Special Education

Pages: 3 (1568 words)

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The Concept of Inclusive Education

Background of the inclusive education programme, need and importance of inclusive education, conclusions.

• Creating an Inclusive School A Reflection Tool for Administrators, Educators and Other School Staff New Brunswick Association for Community Living L’Association du Nouveau-Brunwick pour l’intégration communautaire First Edition, January 2011
• Inclusive Education Policy, Contexts and Comparative Perspectives Edited by Felicity Armstrong, Derrick Armstrong and Len Barton Routledge Taylor & Francis Group LONDONAND NEW YORK ROUTLEDGE
• Agbenyega, J. 2011. “Examining Teachers’ Concerns and Attitudes to Inclusive Education in Ghana.” International Journal of Whole Schooling 3 (1): 41–56.[Google Scholar]
• Ainscow, M. 2005. “Developing Inclusive Education Systems: What are the Levers for Change?” Journal of Educational Change 6 (2): 109–124.[Crossref], , [Google Scholar]
• Ainscow, M., A. Dyson, S. Goldrick, and M. West. 2012. Making School Effective for All: Rethinking the Task (Vol. 32, 197–213). UK: Routledge.[Google Scholar]
• Baiyegunhi, L. J. S., B. B. Oppong, and G. M. Senyolo. 2016. “Mopani Worm (Imbrasia berlina) and Rural Household Food Security in Limpopo Province, South Africa.” Food Security 8 (1): 153–165.[Crossref], [Web of Science ®], , [Google Scholar]
• Ballard, K. 2012. “Inclusion and Social Justice: Teachers as Agents of Change.” In Teaching in Inclusive School Communities, edited by S. Carrington and J. Macarthur, 65–87. Milton: Wiley.[Google Scholar]
• Biesta, G. J. J., and M. Tedder. 2007. “Agency and Learning in the Life Course: Towards and Ecological Perspective.” Studies in the Education of Adults 39: 132–149.[Taylor & Francis Online], , [Google Scholar]
• Black-Hawkins, K., and L. Florian. 2012. “Classroom Teachers’ Craft Knowledge of Their Inclusive Practice.” Teachers and Teaching 18 (5): 567–584.
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• Brookfield, S. D. 2015. The Skilful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Francisco, CA: Wiley.
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• Chiner, E., and M. C. Cardona. 2013. “Inclusive Education in Spain: How Do Skills, Resources, and Supports Affect Regular Education Teachers’ Perceptions of Inclusion?” International Journal of Inclusive Education 17 (5): 526–541.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]
• Coates, J. K. 2012. “Teaching Inclusively: Are Secondary Physical Education Student Teachers Sufficiently Prepared to Teach in Inclusive Environments?” Physical Education and Sport Pedagogy 17 (4): 349–365.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]
• Barnes, Colin., Geof Mercer., and Tom Shakespeare. 1999. “Exploring Disability”. London: Polity Press.

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