Inclusive Practice In Schools

There is no one universally accepted definition of an inclusion. Thus, the inclusive school practice is a process of identifying, understanding and breaking down barriers to participate. This process is understood to involve programs, which enables each individual, opportunity for acceptance, belonging and participation in an educational curriculum. Inclusive school offers opportunities, and provisions on individual bases, such as, age appropriate education and support at an appropriate pace and level, in a safe and supportive learning environment free from harassment. In which the involvement of children and their families is valued, and where racial, religious, disability, gender stereotypes and all expressions of discrimination or prejudice

The Salamanca world statement issued by UNESCO (1994) states that ‘Inclusive and participation is essential to human dignity and to enjoyment of the human rights.’ This emphasises that education is a basic human right including pupils with Special educational needs and disability (SEND). By providing differentiation, to enhance the process of inclusive education for pupils, such as, modifying and providing appropriate resources, opportunities, motivation, and support.

Furthermore, in the education system, Inclusion is an instrument to counter prejudice and bias. That embraces all pupils as individuals despite their sexual orientation, culture, belief, social class, ethnicity, language and Disability (Ainscow,

Certain elite social class and working class white people still have difficulty in accepting diversity of culture and the positivity it brings to the school to enrich the school culture. Despite the rhetoric of inclusive education and removing barriers and bringing all children together more emphasis is paid on the SEN pupils then the ethnic minority. However there is no single intervention to narrow the education attainment gap of the ethnic minority pupils, and teachers in school are not given enough professional training to engage with the growing numbers of ethnic minority pupils. The researchers show that the schools who are raising the attainment of ethnic minority pupils are the ones approaching for the inclusive school environment (DfE, 2013) whereas many educational institutes now have to make changes in their school ethos, make sufficient changes in their policies and practices to meet the needs for the diverse community that exists throughout in the