Perception of Parents, Teachers and Academic Leaders on the Inclusion of Children With Special Needs (CWSN) at School Level

Abstract

In its broadest and all-encompassing meaning, inclusive education as an approach seeks to address the learning needs of all children with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners with and without disabilities being able to learn together through access to common pre school provision, schools, and community educational settings with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (children, parents, teachers, administrators, and policymakers i.e. academic leaders) to be comfortable with diversity and see it as a challenge rather than a problem. Research has shown that inclusive education results in improved social development and academic outcomes for all learners. It leads to the development of social skills and better social interactions because learners are exposed to a real environment in which they have to interact with other learners each one having unique characteristics, interests, and abilities. Non-disabled peers adopt positive attitudes and actions towards children with special needs because of studying together in an inclusive classroom. Thus, inclusive education lays the foundation for an inclusive society accepting, respecting, and celebrating diversity. Inclusion of Children with Special Needs can only be successful if the stakeholders work collaboratively as part of the team driving this process.