Inclusion , in education refers to a model in which special needs students spend most of their time with non-specialized students (general education) requiring students. It appears in the context of special education with individual education programs or 504 plans, and builds on the idea that it is more effective for students with special needs to say mixed experiences for them to be more successful in further-reaching social interactions. success in life. Inclusion refused but still provided the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate worlds so they must learn how to operate with students while less focused by teachers because of higher student and teacher ratios.
The implementation of these practices varies. Schools most often use inclusion models for selected students with mild to moderate special needs. Inclusive schools, which rarely, do not separate "public education" and "special education" programs; otherwise, schools are restructured so that all students learn together.
Inclusive education differs from the 'integration' or 'mainstreaming' education model, which tends to be mainly related to disabilities and special educational needs, and learners change or become 'ready' or deserve accommodation by the mainstream. Instead, inclusion is about children's right to participate and schoolwork to receive children.
Premiums are placed on full participation by students with disabilities and for respect for their social, civil, and educational rights. Feelings include not limited to physical and cognitive disabilities, but also include a variety of human diversity with respect to ability, language, culture, gender, age and other forms of human differences. Richard Wilkinson and Kate Pickett write, "The performance and behavior of students in educational tasks can be greatly influenced by the way we feel, we are seen and judged by others.When we hope to be seen as inferior, our abilities seem to be diminished".
Video Inclusion (education)
Integration and mainstreaming
Inclusion has distinct historical roots that may be the integration of students with severe disabilities in the US (previously possible to be excluded from school or even living in institutions) or inclusion models from Canada and the USA (eg, Syracuse University, New York) are very popular with teachers inclusion that believes in participatory learning, cooperative learning, and inclusive classrooms.
Inclusive education differs from the work of early university professors (eg, 1970s, Education Professor Carol Berrigan of Syracuse University, 1985; Douglas Biklen, Dean of the School of Education until 2011) in integration and mainstreaming taught worldwide including in international seminars in Italy. Mainstreaming (eg, Poster Press of Human Policy: If you think steering is a good idea, you will love the way) tend to worry about the "readiness" of all parties for the arrival of new students with significant needs. Thus, integration and mainstreaming are primarily concerned with disabilities and 'special education needs' (because children are not in regular schools) and involving teachers, students, principals, administrators, school boards, and parents change and become' ready for 'requiring new accommodations or methods of curriculum and instruction (eg, required IEP federal - individual education programs) by the mainstream.
In contrast, inclusion is about children's right to participate and the school's task of accepting children returning to Supreme Court Brown's verdicts versus the US Board of Education and new Individuals with the Improvement Act (IDEIA). Inclusion refuses the use of special schools or classrooms, which remain popular among large multi-service providers, to separate students with disabilities from students without disabilities. Premiums are placed on full participation by students with disabilities, in contrast to the initial concept of partial participation in the mainstream, and after respecting their social, civil, and educational rights. Inclusion provides students with disability skills that they can use inside and outside the classroom.
Maps Inclusion (education)
Inclusive school and general or complete education policy
Inclusive schools, which are scarce, no longer distinguish between "general education" and "special education" programs referring to federal debates and initiatives in the 1980s, such as the Community Integration Project and the debates on home schools and special education - regular education classrooms ; otherwise, schools are restructured so that all students learn together. All approaches to inclusive schools require administrative and managerial change to shift from traditional approaches to primary and secondary education.
Inclusion remains in 2015 as part of the school (eg, Powell & Lyle, 1997, now to the most integrated arrangement of LRE) and educational reform initiatives in the US and other parts of the world. Inclusion is an effort to improve quality in education in the field of disability, is a common theme in educational reform for decades, and is endorsed by the UN Convention on the Rights of Persons with Disabilities (UN, 2006). Inclusion has been studied and studied for decades, although reportedly in the community with early studies on heterogeneous and homogenous groups (Stainback & Stainback, 1989), the study of critical friends and inclusion facilitators (eg, Jorgensen & Tashie , 2000), independent of the general education reversal of 90% (Fried & Jorgensen, 1998), among many others obtaining doctorates across the United States.
Classification of students and educational practices
The classification of students by defects is a standard in educational systems that use diagnostics, educational and psychological tests, among others. However, inclusion has been linked to self-planning, including the MAPS that Jack Pearpoint leads by still leading in 2015 and people-centered planning with John O'Brien and Connie Lyle O'Brien who see inclusion as a force for school renewal.
Inclusion has two sub-types: the first is sometimes called regular inclusion or partial dismissal , and the other is full inclusion .
Inclusive practice is not always inclusive but is a form of integration. For example, students with special needs are trained in regular classes most of the day, or at least for more than half a day. Whenever possible, students receive additional assistance or special instruction in the general class, and students are treated like full-time members. However, most specialized services are provided outside the normal classroom, especially if the service requires special equipment or may be annoying to the entire class (such as speech therapy), and students are withdrawn from the regular classes for this service. In this case, students occasionally leave regular classes to attend smaller and more intensive teaching sessions in the resource room, or to receive other related services, such as speech and language therapy, occupational and/or physical therapy, psychological services, and social work. This approach can be very similar to many mainstreaming practices, and may differ slightly from the educational aspirations behind it.
In a "full inclusion" setting, students with special needs are always educated along with students without special needs, as a first and desirable option while maintaining appropriate support and services. Some educators say this may be more effective for students with special needs. At the extreme, full inclusion is the integration of all students, even those who need the most important support and education services and behaviors to succeed in regular classes and the elimination of separate and separate separate education classes. Special education is regarded as a service, not a place and the service is integrated into daily routines (See, ecological inventory) and class structure, environment, curriculum and strategy and taken to students, rather than expelling students to meet their individual needs. However, this approach to full inclusion is somewhat controversial, and it is not widely understood or applied to date.
Much more generally, local educational institutions have a responsibility to regulate services for children with disabilities. They can provide a variety of settings, from special classes to mainstreaming to inclusion, and establish, as is often done by teachers and administrators, students to systems that seem most likely to help students achieve their individual educational goals. Students with mild or moderate disabilities, and disabilities that do not affect academic performance, such as using an electric wheelchair, scooter or other mobility device, are likely to be fully included; indeed, children with polio or foot injuries have grown into leaders and teachers in government and universities; self advocate travels across the country and to various parts of the world. However, students with all types of disabilities from all different disability categories (See also 2012 by Michael Wehmeyer of the University of Kansas) have been successfully incorporated into general education classes, working and achieving their individual educational goals in regular school environments and activities (reference required).
Alternatives to inclusion programs: school procedures and community development
Disadvantaged students with disabilities are usually mainstreamed or separated.
A mainstream student attends several general education classes, usually less than half a day, and often less academically rigorous, or if you prefer, a more engaging and career-oriented class. For example, a young student with significant intellectual disabilities may be mainstreamed for physical education classes, art classes and storybook times, but spend the reading and math classes with other students who have the same disability ("the need for the same level of academic instruction"). They may have access to the resource room for remediation or upgrading of course content, or for various group and individual meetings and consultations.
A separated student does not attend classes with non-disabled students with a disability category tested that is determined before or at the entrance of the school. He or she may attend a special school called a housing school that only accepts students with other disabilities, or may be placed in a dedicated and independent classroom in a school that also enrolls public education students. Recent integration models, such as the 1970s Jowonio School in Syracuse, are often highly regarded when combined with teaching such as Montessori education techniques. Home schooling is also a popular alternative among educated elderly people with children with significant disabilities.
Residential schools have been criticized for decades, and governments have been repeatedly asked to keep funds and services in the local district, including for family support services for parents who may be currently single and raise children with significant challenges themselves. Children with special needs may already be involved with early childhood education that can have a family support component that emphasizes the strength of children and families.
Some students may be confined in the hospital due to medical conditions (eg, cancer care) and thus qualify for tutoring services provided by the school district. Less common alternatives include homeschooling and, especially in developing countries, the exclusion of education.
Legal issues: educational law and disability laws
The new anti-discriminatory climate has provided the basis for many changes in policy and legislation, nationally and internationally. Inclusion has been perpetuated at the same time that separation and discrimination have been rejected. Articulation of new developments in ways of thinking, in policy and law include:
- United Nations Convention on the Rights of the Child (1989) which establishes the rights of children in freedom from discrimination and in respect of the representation of their wishes and views.
- The Convention against Discrimination in Education UNESCO prohibits discrimination, exclusion, or segregation in education.
- Statement of Salamanca UNESCO (1994) which calls on all governments to give the highest priority to inclusive education.
- UN Convention on the Rights of Persons with Disabilities (2006) which calls for all States Parties to ensure inclusive education systems at all levels.
From the most unlimited to the most integrated settings
For schools in the United States, the federal requirement that students be educated in the most restrictive, historically reasonable environments encourages the application of student inclusions previously issued by the school system. However, critical criticism of the LRE principle, which is usually used to guide US schools, suggests that it often places restrictions and segregation on the most severely disabled individuals. In the late 1980s, people with significant disabilities and their families and caregivers have lived a quality life at home and local communities. Fortunately, the US Supreme Court has now decided in the Decision of Olmstead (1999) that the new principle is that "the most integrated arrangement", as described by the National Consortium of Citizens with Disabilities, which should result in a better achievement of national integration. and the purpose of inclusion in the 21st century.
Inclusion rate in the world: "frequency of use"
The proportion of students with disabilities who include vary by place and by type of disability, but is relatively common for students with mild defects and is less common with certain types of severe disabilities. In Denmark, 99% of students with learning disabilities such as 'dyslexia' are placed in a public education classroom. In the United States, three out of five students with learning disabilities spend most of their time in public education classes.
Postsecondary stats (after high school) are kept by universities and governments at the success rate of students entering college, and most are eligible for disability services either (eg, accommodation and helpers) or programs on campuses, such as supported education in psychiatric disabilities or College for Living. The first is a college degree program fully integrated with college and vocational rehabilitation services (eg, payments for textbooks, readers or translators), and the last course developed similarly to pension institutions (eg, banks for pensioners).
Principles and resources required
Although never praised, usually by its opponents, as a way to increase achievement while lowering costs, full inclusion does not save money, but is more cost-effective and cost-effective. This is not designed to reduce student needs, and the first priority may not be to improve academic outcomes; in many cases it only moves special education professionals (now dual-certified for all students in some states) out of their own "special education classroom" and into the corner of a public classroom or as designed by "teacher-responsible "and" administrator-in-charge ". To avoid harm to the academic education of students with disabilities, complete full service and necessary resources (education for themselves), including:
- Adequate support and services for students
- Well designed individual education program
- Professional development for all teachers involved, general and special educators alike
- Time for teachers to plan, meet, create, and evaluate students together
- Reduce class size based on the severity of student needs
- Development of professional skills in cooperative learning, peer tutoring, adaptive curriculum
- Collaboration between parent or guardian, teacher or educators, specialists, administrators, and outside agencies.
- Adequate funding so schools will be able to develop programs for students based on student needs and not on funding availability.
Indeed, students with special needs do receive funding from the federal government, by the first law of Education for All Disabled Children Act of 1974 to this day, Individuals with Disabilities Education Improvement Act, which requires its use in the most integrated settings.
In principle, several factors can determine the success of an inclusive class:
- family school partnership
- Collaboration between public and special educators
- A well-built plan that identifies individual accommodation, modifications, and goals for each student
- Coordinated planning and communication between "general" and "special needs" staff
- Integrated service delivery
- Ongoing training and staff development
- Teacher and administrator leadership
In the mid-1980s, school integration leaders in the university sector already had detailed schemes (eg, curriculum, student days, students with severe disabilities in the classroom) with subsequent developments in technology and communications that helped, reform and transform the school , personal assistance from user-directed aides, and increased emphasis on social relations and cooperative learning. By 2015, the most important is the evaluation of populations that are still in special schools, including those who may be deafblind, and leadership by inclusion educators, who often do not use that name, in the educational system and society.
Differences views on inclusion and integration
However, integration of early integration societies will still recommend greater emphasis on programs related to science, the arts (eg, exposure), integrated integrated field trips, and literature contrary to the only emphasis on the curriculum referred by the community. For example, a global citizen who studies the environment may be involved with planting trees ("independent mobility"), or going to the arboretum ("social skills and skills"), developing science projects with groups ("contributing ideas and planning"), and having two core modules in the curriculum.
However, students need to continue to secondary school (meet academic test standards), make arrangements for employment, support education, or home/day services (and transition services), and thereby develop skills for future life (eg, academic math skills and calculator, planning and use of recipes or leisure skills) in the classroom of education. Inclusion often involves individuals who may be in the institution or residence facility.
Currently, longitudinal studies follow the results of students with disabilities in the classroom, which includes college graduation and quality of life outcomes. What must be avoided is a negative result that includes institutionalization.
Generic practice in inclusive class
Students in inclusive classes are generally placed with their chronological age, regardless of whether students work above or below the typical academic level for their age. Also, to encourage a sense of belonging, the emphasis is placed on the value of friendship. Teachers often maintain relationships between students with special needs and students of the same age without special educational needs. Another common practice is the assignment of a friend to accompany a student with special needs at any time (eg in the cafeteria, at the playground, on the bus and so on). This is used to show students that different groups of people form a community, that there is no one type of student better than others, and to remove any obstacles to friendships that might occur if a student is seen as "helpless." Such practices reduce opportunities for elitism among students in later classes and encourage intergroup cooperation.
The teacher uses a number of techniques to help build a class community:
- Use games designed to build communities
- Involve students in troubleshooting
- Share songs and books that teach the community
- Openly deal with individual differences with discussions
- Define a community-building classroom
- Teach students to find ways to help each other
- Utilize physical therapy equipment such as a standing frame, so students who usually use wheelchairs can stand up while other students are standing and more actively participate in activities
- Encourage students to take a role as instructor and give instructions (eg read some books for students with severe disabilities)
- Focuses on the strength of students with special needs
- Create a class checklist
- Rest when needed
- Create an area for children to calm
- Set the student table in groups
- Create a self-contained and friendly environment
- Set basic rules and keep using
- Help set short term goals
- Design a multi-face curriculum
- Communicate regularly with parents and/or caregivers
- Seek support from other special education teachers
The practice of inclusion is usually used using the following team teaching model:
- One teaching, one support:
In this model, content teachers will provide lessons and special education teachers will help students individual needs and enforce necessary classroom management.
- One teaching, one observing:
In this model, the teacher with the most experience in the content will provide lessons and other teachers will float or observe. This model is generally used for data retrieval during IEP observations or Functional Behavioral Analysis.
- Station teaching (rotational teaching):
In this model, the room is divided into stations where students will visit with their small groups. Generally, content teachers will provide lessons in their group, and special education teachers will complete a customized review or version of the lesson with students.
- Parallel teaching:
In this model, half of the classes are taught by content teachers and are partly taught by special education teachers. Both groups are being given the same lesson, only in smaller groups.
- Teaching alternatives:
In this method, the content teacher will teach the lessons to the classroom, while the special education teacher will teach a small group of alternative learning students.
- Team teaching (50/50 shared content/support):
Both teachers share planning, teaching, and support equally. This is a traditional method, and is often the most successful model of co-teaching.
Children with extensive support need
For children with significant or severe disabilities, the program may require so-called health support (eg, positioning and retraction, visits to nursing clinics), first-in-one direct classroom assistance, help technologies, and individualized programs involving "partial" students (eg, videos and cards for "visual stimuli", listening to responses) in the full lesson plan for "general education students". It may also require the introduction of commonly used teaching techniques (eg, introductions and interests in science) that teachers may not use in the common core classes.
Other ways to think about health support are as many services as may be required from specialists, or sometimes generalists, from speech and language, to eyesight and hearing (impaired senses), behavior, learning, orthopedics, autism, blindness, deafness and injury traumatic brain, according to Virginia Commonwealth University, Dr. Paul Wehman. As Dr. Wehman, expectations can include post-secondary education, support jobs in competitive places, and stay with family or other shelters in the community.
In 2005, comprehensive health support is described in the National Goal for Intellectual Disability and Development as universal that is available, affordable and promotes inclusion, as it supports good information, is free to choose health care decisions, is culturally competent, promotes health promotion, and insures with good and polite health care providers. In addition, mental health, behavior, communication, and crisis needs may need to be planned and addressed.
"Full inclusion" - the idea that all children, including those with severe disabilities, can and should study in regular classes has also been rooted in many school systems, and especially in the province of New Brunswick.
Collaboration among professions
Inclusion settings allow children with and without disabilities to play and interact daily, even when they receive therapeutic services. When a child shows fine motor difficulties, his ability to participate fully in public class activities, such as cutting, coloring, and closing the jacket may be hindered. While occupational therapists are often called upon to assess and implement strategies outside the school, it is often left to classroom teachers to implement strategies at school. Collaborating with occupational therapists will help classroom teachers use intervention strategies and increase teachers' awareness of student needs in school settings and improve teacher self-reliance in implementing occupational therapy strategies.
As a result of the 1997 reauthorization of the Individual With Disabilities Education Act (IDEA), greater emphasis has been placed on the delivery of related services in an inclusive public education setting. [Nolan, 2004] The importance of an inclusive and integrated service delivery model for children with disabilities has been extensively researched showing positive benefits. [Case-Smith & amp; Holland, 2009] In the traditional "pull out" service delivery model, children typically work in separate one-on-one settings with a therapist, Case-Smith and Holland (2009) argue that children who work with skills once or twice a week "is less likely to result in learning leading to new behaviors and increased competence." [Case Smith & amp; Holland, 2009, pg.419]. In recent years, occupational therapy has shifted from the conventional model of "withdrawal" therapy to an integrated model where therapy takes place inside the school or classroom.
Inclusion administrators have been asked to review their personnel to ensure mental health personnel for children with mental health needs, vocational rehabilitation relationships for job placement, public relations for special populations (eg, "deaf blindness", "autism"), and collaboration between the main community institutions for after-school programs and the transition to maturity. Highly recommended is collaboration with parents, including parent-professional partnerships in the fields of cultural and linguistic diversity (eg, special education at Syracuse University, Maya Kaylanpur and Beth Harry).
Student selection for inclusion program at school
Educators generally say that some students with special needs are not good candidates to include. Many schools expect students who are fully included to work at or near the grade level, but there are more basic requirements: First, inserting requires students to attend school. Students who are completely expelled from school (for example, due to long-term hospitalization), or who are trained outside school (for example, due to enrollment in a distance education program) can not try to be included.
In addition, some students with special needs are poor candidates to include because of their influence on other students. For example, students with severe behavioral problems, so they constitute a serious physical danger to others, are poor candidates for inclusion, as schools have an obligation to provide a safe environment for all students and staff.
Finally, some students are not good candidates to include because normal activities in public education classes will prevent them from learning. For example, a student with severe attention difficulty or extreme sensory disturbance may be severely disrupted or oppressed by the presence of other students working at their desks. Inclusion must match the child's unique needs.
The most common students included are those with physical disabilities who have little or no effect on their academic work (diabetes mellitus, epilepsy, food allergies, paralysis), students with all types of minor defects, and disabled students requiring relatively few service specialists.
Bowe says that regular inclusion, but not full inclusion, is a reasonable approach for most students with special needs. He also said that for some students, especially those with severe autism spectrum disorders or mental retardation, as well as many who are deaf or have multiple disabilities, even regular inclusion may not offer the appropriate education. Teacher students with autism spectrum disorders sometimes use antecedent procedures, contingency delays, self-management strategies, peer-mediated interventions, critical response training and naturalistic teaching strategies.
Relationship with progressive education
Some proponents of inclusion promote the application of progressive educational practices. In progressive or inclusive education, everyone is exposed to a "rich set of activities," and each student does what he or she can do, or what he wants to do and learns whatever comes from that experience. The school of Mary Montessori is sometimes referred to as an example of inclusive education.
Inclusion requires some changes in the way teachers teach, as well as changes in the way students with and without the special needs interact with and relate to one another. The practice of inclusive education often depends on active learning, authentic assessment practice, applied curriculum, multi-level learning approaches, and increased attention to the diverse needs and individualization of students.
sometimes it is not necessary that there will always be a positive environment and therefore much attention from teachers is also needed along with the support of other children who will ensure a peaceful and happy place for both types of children.
Arguments for full inclusion in normal neighborhood schools
The lawyers say that even partial non-inclusion is morally unacceptable. Proponents believe that non-inclusion reduces the social interest of students with disabilities and that maintaining their social visibility is more important than their academic achievement. Proponents say that society imparts the inadequacy of people with less human dignity when they are less visible in public education classrooms. Lawyers say that even if certain students are disadvantaged academically by the full inclusion of certain special needs students, that the participation of these students is still morally unacceptable, since advocates believe that the disadvantages to the education of students in general are always less important than loss social problems caused by making the disabled less visible in society.
The second key argument is that everyone benefits from inclusion. Lawyers say that there are many unsuitable children (or who do not), and that a school that fully covers all students with disabilities feels welcome to everyone. In addition, at least one writer has studied the impact that a diversified student body has on the general education population and has concluded that students with mental retardation who spend time among their peers show an increase in social skills and academic ability.
Proponents for inclusion say that the long-term effects of typical students who are included with special needs students at a very young age have high sensitivity to the challenges faced by others, increased empathy and affection, and increased leadership skills, which benefit everyone. community.
The combination of inclusion and withdrawal services (partial inclusion) has proven useful for students with learning disabilities in the area of ​​reading comprehension, and preferences for special education teachers who provide services.
Inclusive education can benefit all students in the classroom, not just students with special needs. Several studies have shown that inclusion helps students understand the importance of working together, and fosters a sense of tolerance and empathy amongst the student body.
Positive effects in the regular class
There are many positive effects of inclusion in which both students with special needs along with other students in the class are equally benefiting. Studies have shown positive effects for children with disabilities in various fields such as achieving the goals of individual education programs (IEPs), improving communication and social skills, enhancing positive friend interaction, many educational outcomes, and post-school adjustments. Positive effects on children without disabilities include the development of positive attitudes and perceptions of people with disabilities and social status improvement with unstable peers.
Several studies have been conducted on the inclusion effects of children with disabilities in public education classes. A study on inclusion versus integrated and separate preschool students (special education). The study established that children on integrated sites thrive in the development of social skills while separated children are declining Other studies have shown the effect on inclusion in grades 2 through 5. This study determined that students with a particular learning disability make some academic and affective benefits at a speed comparable to that of a normal achievement student. Specific student learning disabilities also show an increase in self-esteem and in some cases increase motivation.
The third study shows how peer support in inclusive classes can cause positive effects for children with autism. The study looked at typical inclusion classrooms, ages ranging from 7 years to 11 years. Peers are trained with intervention techniques to help their autistic classmates stay focused and focused. This study shows that using peers to intervene rather than classroom teachers helps students with autism significantly reduce off-task behavior. It also shows that typical students receive students with autism both before and after intervention techniques are introduced.
Criticism of the school district inclusion program
The full and partial inclusion criticism includes educators, administrators and parents. A full and partial inclusion approach ignores to acknowledge the fact that most students with significant special needs require highly controlled individual or environmentally-driven instruction. Thus, general education class teachers often teach the curriculum while special education teachers recover instruction at the same time. Similarly, a child with a serious lack of concern may not be able to focus in a classroom containing twenty or more active children. Despite the increasing incidence of disabilities in the student population, this is a situation all teachers must face, and not a direct result of inclusion as a concept.
Full inclusion may be a way for schools to calm parents and the general public, using the word as an expression to garner attention to what is actually an illusive effort to educate students with special needs in a public education environment.
At least one study examined the lack of individualized services provided to students with IEP when placed in an inclusive and non-mainstreamed environment.
Some researchers have defended neglected school districts to prepare general education staff for students with special needs, thereby preventing any achievement. In addition, school districts often present inclusive philosophies for political reasons, and remove valuable tugs, all on behalf of students who have no opinion on the matter.
Inclusion is seen by some as a philosophically interesting but impractical practice. Studies have not corroborated the benefits of proposed full or partial inclusion. Moreover, the "push in" service does not allow students with hard to tough individual instruction in the resource chamber, from which many exhibit substantial benefits in learning and emotional development.
Disabled parent students may be careful to place their children in inclusion programs for fear that children will be ridiculed by other students, or unable to develop ordinary life skills in an academic class.
Some argue that inclusive schools are not a cost-effective response when compared to cheaper or more effective interventions, such as special education. They argue that special education helps "improve" students with special needs by providing individual and personal instruction to meet their unique needs. This is to help students with special needs adjust as quickly as possible with the mainstream schools and communities. Proponents argue that students with special needs do not fully become mainstream students' lives because they are alienated from special education. Some argue that isolating students with special needs can lower their self-esteem and may reduce their ability to deal with others. In keeping these students in separate classrooms, they will not see the struggles and accomplishments they can make together. However, at least one study suggests mainstreaming in education has long-term benefits for students as demonstrated by an increase in test scores, where the benefits of inclusion have not been proven.
As used by UNESCO, inclusion refers to far more than students with special educational needs. It focuses on the inclusion of marginalized groups, such as religious, racial, ethnic, and linguistic minorities, immigrants, girls, the poor, students with disabilities, HIV/AIDS patients, remote populations, and more. In some places, these people are not actively included in the process of education and learning. In the US, this broader definition is also known as a "culturally responsive" education that differs from cultural diversity and cultural competence approaches of the 1980s and 1990s, and is promoted among ten US Department of Education's equity support centers, for example in Region IX (AZ, CA, NV), by the Equity Alliance at ASU. Gloria Ladson-Billings points out that culturally responsive teachers know how to base their learning experiences on the child's cultural reality (eg home life, community experience, language background, belief system). Proponents maintain that culturally responsive pedagogy is good for all students as it builds a caring community where everyone's experience and abilities are rewarded.
Proponents want to maximize the participation of all learners in their chosen community schools and to rethink and restructure school policies, curricula, culture and practices in schools and learning environments so that diverse learning needs can be met, regardless of the origin or nature of those needs.. They say that all students can learn and benefit from education, and that schools must adapt to the physical, social, and cultural needs of students, rather than students adapting to the needs of the school. Proponents believe that individual differences between students are a source of wealth and diversity, which must be supported through broad and flexible responses. The challenge to rethink and restructure the school to become a more culturally responsive call for a view of the complex system of educational systems (eg, see Michael Patton), where one can expand the idea of ​​power through diversity to all participants in the educational system (eg parents , teachers, community members, staff).
Although inclusion is generally associated with primary and secondary education, it also applies in postsecondary education. According to UNESCO, inclusion "is increasingly widely understood as a reform that supports and welcomes diversity among all learners." Under this broader definition of inclusion, steps should also be taken to eliminate discrimination and provide accommodation for all students who are disadvantaged for several reasons other than disability.
Benefiting in an inclusive environment
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