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.
