Inclusive education is, at its heart, about ensuring that every student has equal access to quality education in a learning environment that fosters respect, diversity and belonging (UNESCO, 2005). By recognising that everyone brings a unique set of strengths, challenges, experiences and perspectives to the learning environment, inclusive education seeks to ensure that all students, including those with disabilities, are given equal opportunities for academic and social development (Portobello Institute, 2024).
Enshrined in several national and international frameworks such as the Convention on the Rights of Persons with Disabilities (United Nations, 2006) inclusion is recognised by many as the key to achieving a number of important benefits. Key to these is its’ potential to promote equity, social justice and academic success for all learners, while preparing students for a diverse and interconnected world (Florian, 2014).
But the adoption of inclusive educational practice is not just about disability. It also offers the potential to improve the experience of education for all students. In doing so inclusive education can facilitate personal development, improve social skills, build self-confidence, develop teamwork and promote the independence of disabled and non-disabled alike (Johnson, 2011).
When education is more inclusive, so are concepts of civic participation, employment, and community life (Open Society Foundations, 2019). Therefore, inclusive education can:
- Foster equality, social integration and non-discrimination.
- Enhance academic and personal development for all.
- Promote self-confidence and independence for students with disabilities.
- Encourage innovation and adaptation.
- Prepare students for a diverse world.
A commitment to inclusive education does, however, demand a change to the way training, education and support is arranged. Although inclusive education is, by its nature, student-centred and invites more flexible and adaptive educational approaches, there are a number of key components. These include
- Promoting collaboration and partnership between student, educator, family and community
- Embracing the use of universal design (UDL) and differentiated instruction to create flexible learning environments to accommodate all learners
- Ensuring learning is personalised and interactive.
- Understanding that the school, teacher, family and community have responsibility for facilitating learning – not just the student
- Using teaching assistants or specialists to help teachers address the needs of all students by working inclusively
- Adopting an inclusive curriculum that responds to locally relevant themes and contributions by marginalized groups, that can be adapted to the learning styles of students with disabilities or intellectual impairments
- Encouraging empowerment and autonomy
