Papers On Inclusion And Inclusion

Inclusion is a major challenge facing educational systems around the world. There appears to be no universally accepted definition. Lisaidou (2012) describes inclusion as a ‘semantic chameleon’ because it adopts a different colour and meaning when used by different people, at different times, in different places. It varies depending on the context. It’s a process not a state. Aspects of inclusion involve academic, social, cultural, holistic, legal, physical and moral views. “Inclusion refers to the right of all people to be fully involved in all aspects of community life. It is not a concept that refers to education alone but reflects a desire of a society to respect the human rights of all. Social justice, social inclusion and inclusive education

& Robinson, D. (2015) define inclusion as not just about Sp. Ed. Needs. “Inclusion is a process that involves reflection, striving and positive action to counter inequality. Inclusion celebrates diversity and adapts in response to diversity. It seeks to secure the participation of all members of the community in the full life of the community so that everyone can benefit.”

In the Guidelines on the IEP Process (NCSE 2006) Inclusion is defined as “the value system which holds that all students are entitled to equal access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of physical location and incorporates basic values that promote participation, friendship and interaction.”

This in my view is a progressive and positive definition of inclusion. This would resound the attitudes and feelings expressed in my current situation where we all, at school and in our local community work together to ensure a positive educational experience for all involved , pupils, parents and teachers. This reflects the community of provision as in “services which work together to provide learning and support for all children and young people within their locality “ (NCSE 2013

Pupils with disabilities/SEN were segregated from other pupils. “It is in every way undesirable that mentally defective children should be placed with normal children…they are a burden to their teachers and a handicap to other children.”(Commission of inquiry into Reformatory and Industrial Schools, 1936) Special Educational Needs were see as medical not educational needs and provision was made accordingly. In the 1970’s 80’s institutions, charities and religious organisations, supported by parents cared for these children’s needs. In the 1944 UK Ed.Act ‘defectives’ were seen as ‘ineducable’ or ‘educationally subnormal.’ This led to a policy of isolation for training for such children, not education and this led to a policy of separate Special