Inclusion (education) facts for kids

Inclusion in education means that all students can learn and have equal chances to get an education. It started with special education, focusing on students with special learning plans. The main idea is that students with special needs learn better when they are in classes with all students. This helps them succeed more in social situations and in life.

The goal of inclusion is not to get rid of special classrooms or special schools completely. Instead, it aims to move away from separating students as much as possible. This is thought to help both general education students and special education students. Students without special needs can learn empathy, and students with special needs can learn from their classmates.

How schools use inclusion can be different. Most schools use it for students with mild to moderate special needs. Some schools are "fully inclusive," which means they don't have separate programs for "general education" and "special education." Instead, the whole school is set up so all students learn together.

Inclusive education is different from 'integration' or 'mainstreaming'. These older ideas often focused on whether students were "ready" to join regular classes. Inclusion, however, is about every child's right to be part of the school. It's also about the school's job to welcome every child.

Inclusion is not just for students with physical or learning disabilities. It also includes all kinds of differences, like language, culture, gender, and age. When students feel included, they perform better and feel more respected. The United Nations Sustainable Development Goal 4 says that schools need good buildings and safe, welcoming learning places for everyone.

What is the Difference Between Inclusion and Mainstreaming?

Inclusion has a different history than older ideas like integration and mainstreaming. Integration often focused on bringing students with severe disabilities into schools. Before, some of these students might have been kept out of schools or lived in special places.

Mainstreaming, which was popular in the 1970s, focused on whether students with special needs were "ready" to join regular classes. It meant that teachers, students, and parents had to get ready for students who needed extra help or new ways of learning. This often involved creating IEPs (Individualized Education Programs) for students.

Inclusion, on the other hand, is about a child's right to be included. It's also about the school's duty to accept the child. Inclusion usually means not using special schools or separate classrooms for students with disabilities. It focuses on students with disabilities being able to take part fully, not just partly. It also emphasizes respecting their social, civil, and educational rights. Inclusion helps students with disabilities learn skills they can use both in and out of school.

How Do Fully Inclusive Schools Work?

Fully inclusive schools are rare. They don't separate "general education" and "special education" programs. Instead, the school changes how it works so that all students learn together. All types of inclusive schooling need changes in how schools are run. They move away from old ways of teaching in elementary and high schools.

Inclusion is still a big part of school changes in the US and other parts of the world. It aims to make education better for students with disabilities. The UN Convention on the Rights of Persons with Disabilities (2006) supports inclusive education at all levels.

Types of Inclusion in Schools

Schools often group students by their disabilities using tests. But inclusion has its own ways of planning, like person-centred planning. This planning sees inclusion as a way to make schools better for everyone.

There are two main types of inclusion:

• Regular inclusion or partial inclusion
• Full inclusion

In regular inclusion, students with special needs spend most of their day in regular classes. They get extra help or special teaching in the regular classroom when possible. The student is treated like a full member of the class. However, some special services, like speech therapy, might happen outside the regular classroom. This is often done if special equipment is needed or if it would disturb the class. Students might leave the regular classroom for shorter, more focused lessons or other services like occupational or physical therapy. This type of inclusion is similar to mainstreaming, but the ideas behind it are different.

In full inclusion, students with special needs always learn alongside students without special needs. This is the first and preferred choice, with proper support. Some educators believe this is more effective for students with special needs. In its strongest form, full inclusion means all students, even those needing a lot of support, learn in regular classes. It also means getting rid of separate special education classes. Special education is seen as a service that comes to the student, not a separate place. These services are built into daily routines, classroom setup, and lessons. However, full inclusion is still debated and not widely used.

Most schools offer different settings, from special classrooms to mainstreaming to inclusion. They try to place students where they are most likely to reach their learning goals. Students with mild or moderate disabilities, or those whose disabilities don't affect schoolwork (like using a wheelchair), are most often fully included. Many people with physical disabilities have become leaders and teachers. Students with all types of disabilities have been successfully included in regular classes.

What are the Alternatives to Inclusion?

Students with disabilities who are not included are usually either mainstreamed or segregated.

A mainstreamed student attends some general education classes, usually for less than half the day. These classes are often less academic or more focused on careers. For example, a young student with intellectual disabilities might join physical education, art, or story time. But they would have reading and math classes with other students who have similar learning needs. They might also use a resource room for extra help or group meetings.

A segregated student does not attend any classes with students without disabilities. They might go to a special school that only has students with disabilities. Or they might be in a special, separate classroom within a school that also has general education students. Homeschooling is another choice, especially for parents with children who have significant disabilities.

Some students might be in a hospital due to a medical condition. They can get tutoring services from their school district. In some countries, students might even be excluded from education completely, which is less common now.

Important Laws About Education and Disability

New laws and policies, both in countries and around the world, have led to many changes. Inclusion is now a key idea, while separating and discriminating against people is rejected. Here are some important laws and ideas:

• The UN Convention on the Rights of the Child (1989) says children have rights, including freedom from discrimination.
• The Convention against Discrimination in Education by UNESCO forbids any discrimination or separation in education.
• The UNESCO Salamanca Statement (1994) asks all governments to make inclusive education a top priority.
• The UN Convention on the Rights of Persons with Disabilities (2006) asks all countries to make sure their education systems are inclusive at all levels.

From Least Restrictive to Most Integrated Setting

In the United States, federal law says students should be educated in the least restrictive environment. This means they should be in a setting that allows them to learn with students without disabilities as much as possible. This encourages inclusion for students who were once kept out of regular schools.

However, some say that the "least restrictive environment" rule can still limit students with severe disabilities. By the late 1980s, many people with significant disabilities were living good lives in their homes and communities. The US Supreme Court's Olmstead Decision (1999) changed this. It said the new rule is the "most integrated setting." This means students should be in settings that are as much like regular community life as possible. This helps reach goals of integration and inclusion in the 21st Century.

How Many Students are Included Around the World?

The number of students with disabilities who are included in regular classes changes depending on the place and the type of disability. It's more common for students with milder disabilities. For example, in Denmark, 99% of students with learning disabilities like 'dyslexia' are in regular classrooms. In the United States, three out of five students with learning disabilities spend most of their time in regular classrooms.

After high school, universities and governments track how many students with disabilities go to college. Most can get disability services, like help or special programs on campus.

What is Needed for Successful Inclusion?

Some people used to think that full inclusion would save money and make students achieve more. But full inclusion doesn't save money. It's actually more cost-effective and beneficial in other ways. Its main goal isn't always to improve grades. Often, it means special education teachers work in regular classrooms instead of separate ones.

To make sure students with disabilities get a good education, many services and resources are needed, such as:

• Enough support and services for the student.
• Well-planned IEPs.
• Training for all teachers, both general and special education teachers.
• Time for teachers to plan, meet, and work together.
• Smaller class sizes based on student needs.
• Training in things like cooperative learning and peer tutoring.
• Teamwork between parents, teachers, specialists, and other groups.
• Enough money so schools can create programs based on student needs.

In the US, students with special needs get money from the federal government. This money must be used to help them learn in the most integrated setting.

For inclusive classrooms to work well, several things are important:

• Families and schools working together.
• General and special education teachers working as a team.
• Clear plans that show what each student needs and their goals.
• Good communication between all staff.
• Services delivered in an integrated way.
• Ongoing training for staff.
• Strong leadership from teachers and principals.

Different Ideas About Inclusion

Some people who supported early integration still believe that schools should focus more on subjects like science, arts, and literature. They think this is better than only focusing on skills for daily life. For example, a student learning about the environment might plant a tree or work on a science project with a group.

Students need to get ready for secondary school, jobs, or other adult services. So, they need to learn skills for their future lives in the classroom. Inclusion often helps individuals who might otherwise be in special institutions. Studies now follow what happens to students with disabilities after they leave school, including college graduations and quality of life. The goal is to avoid negative outcomes like being placed in institutions.

What Do Experts Think About Inclusion?

Inclusion in education, especially for special education, has been a long-running debate. Putting students with special needs in general classrooms for most or all of the day is the main point of discussion.

Some experts say it's good because it helps students feel less separated socially. They believe all learning needs can be met in a regular classroom with good planning and support.

However, others think it can harm students with special needs. They worry these students might not get enough attention and help. James M. Kauffman and Jeanmarie Badar argue that the general classroom is not always the best place for an effective education for children with special needs. They say that special education programs that pull students out for more attention and different assignments can be very helpful. They believe that schools should focus on how each child learns best, because their education is more important than always being in the general classroom.

On the other hand, some research suggests inclusion can work if teachers are trained properly. Len Barton, a professor of Inclusive Education, says inclusion is a "stepping stone" to better education. He believes teachers need training on the importance of inclusion and on disability awareness.

Dr. Chelsea P. Tracy-Bronson's 2020 study found that inclusion can be successful when school leaders encourage inclusive strategies. They need to challenge old ways of thinking and create an environment where teachers and students can grow with the inclusive model.

Garry Hornby suggests combining both sides. He believes that including students in general classrooms should depend on each child's individual needs. If plans are made for each child, inclusion could be more effective. This would shift the focus to effective education and helping students reach their personal goals.

Overall, experts have studied inclusion a lot and found reasons to support both sides of the debate. This discussion about inclusion in special education has been going on for a long time, and it's not clear when it will end.

Common Practices in Inclusive Classrooms

In an inclusive classroom, students are usually grouped with others their age. This happens even if some students are working above or below the typical level for their age. To help everyone feel like they belong, teachers focus on building friendships. Teachers often help students with special needs and students without special needs become friends.

Another common practice is assigning a buddy to a student with special needs. The buddy might go with them to the cafeteria, playground, or on the bus. This helps students see that a diverse group of people make up a community. It also shows that no one type of student is better than another. This practice helps reduce feelings of unfairness later on and encourages teamwork.

Teachers use many ways to build a strong classroom community:

• Playing games that help build community.
• Letting students help solve problems.
• Sharing songs and books about community.
• Talking openly about individual differences.
• Giving classroom jobs that build community.
• Teaching students to help each other.
• Using physical therapy equipment, like standing frames, so students who use wheelchairs can stand with others.
• Encouraging students to act as teachers, like reading to a student with severe disabilities.
• Focusing on the strengths of students with special needs.
• Creating classroom checklists.
• Taking breaks when needed.
• Having a calm-down area for children.
• Arranging student desks in groups.
• Creating a safe and welcoming environment.
• Setting and sticking to classroom rules.
• Helping students set short-term goals.
• Designing a varied curriculum.
• Talking regularly with parents or guardians.
• Getting support from other special education teachers.

Teachers often use these team-teaching models in inclusive classrooms:

• One teach, one support: One teacher leads the lesson, and the other helps students individually and manages the class.
• One teach, one observe: The main teacher teaches, and the other watches to gather information, often for IEPs.
• Station teaching (rotational teaching): The class is divided into groups that move between different learning stations. One teacher might teach a lesson, and the other might review or adapt it.
• Parallel teaching: The class is split in half, and both teachers teach the same lesson to their smaller groups.
• Alternative teaching: One teacher teaches the main lesson to the class, while the other teaches a small group a different lesson.
• Team teaching (shared 50/50): Both teachers plan, teach, and support students equally. This is often the most successful way to co-teach.

Supporting Students with High Needs

For children with significant disabilities, programs might need extra health support. This could include help with moving, visits to the nurse, or a direct helper in the classroom. They might also need special technology and an individualized plan. This plan might involve the student taking part "partially" in the main lesson, perhaps through videos or listening to responses. It might also mean using special teaching methods that regular teachers don't usually use.

These health supports can come from specialists like speech therapists, vision or hearing experts, or behavioral therapists. They can also help with learning, movement, autism, deaf-blindness, and brain injuries. The goal is for these students to be able to go to college, get jobs, and live with family or in the community.

In 2005, it was said that health supports should be available to everyone, affordable, and help with inclusion. They should also support informed health choices, be culturally sensitive, promote health, and be provided by well-trained and respectful staff. Mental health, behavior, communication, and crisis needs also need to be planned for.

"Full inclusion" – the idea that all children, even those with severe disabilities, can and should learn in a regular classroom – has been adopted in many school systems, especially in New Brunswick, Canada.

Working Together as Professionals

Inclusion settings allow children with and without disabilities to play and interact every day. This happens even when they are getting therapy. For example, if a child has trouble with fine motor skills (like cutting or zipping a jacket), an occupational therapist can help. While therapists often work with children outside of school, classroom teachers also need to use these strategies in school. Working with occupational therapists helps teachers learn how to support students' needs in the classroom.

Because of the 1997 update to the Individuals With Disabilities Education Act (IDEA), there's more focus on providing therapy services within regular classrooms. Research shows that this integrated approach helps children with disabilities. In the past, children often left the classroom to work one-on-one with a therapist. But experts say that working on skills only once or twice a week in a separate setting might not lead to lasting learning. Now, occupational therapy often happens right in the school or classroom.

School leaders are asked to make sure there are enough mental health staff, links to job training, and connections to community groups for special populations (like deaf-blind or autism). They also need to work with parents, especially those from different cultures and language backgrounds.

Who is Included in Inclusion Programs?

Educators generally agree that some students with special needs might not be the best fit for full inclusion. First, to be included, a student must be able to attend school. Students who are out of school for a long time (like due to hospitalization) or who learn outside of school (like through distance education) cannot be included.

Also, some students with special needs might affect other students too much. For example, students with severe behavior problems who could harm others are usually not good candidates for inclusion. This is because schools must keep all students and staff safe.

Finally, some students might not learn well in a general education classroom because of the normal activities there. For instance, a student with severe attention problems or extreme sensory processing disorders might be too distracted by other students. Inclusion needs to be right for each child's unique needs.

Most students with special needs don't fall into these extreme groups. Most attend school, are not violent, and don't have severe sensory issues.

The students most often included are those with physical disabilities that don't affect their schoolwork much (like diabetes mellitus, epilepsy, food allergies, paralysis). Also, students with all types of mild disabilities and those who need few special services are often included.

Some experts say that regular inclusion (but not full inclusion) works for most students with special needs. However, for some students, like those with severe autism spectrum disorders or intellectual disabilities, or those who are deaf or have multiple disabilities, even regular inclusion might not be enough. Teachers of students with autism often use special teaching methods to help them.

Inclusion and Progressive Education

Some people who support inclusion also promote progressive education practices. In a progressive or inclusive classroom, everyone gets to do many different activities. Each student does what they can or want to do and learns from that experience. Maria Montessori's schools are sometimes seen as an example of inclusive education.

Inclusion means teachers change how they teach, and students with and without special needs change how they interact. Inclusive education often uses active learning, real-world assessments, and different teaching methods. It also pays more attention to each student's unique needs. Getting students involved often starts with making them interested so they want to participate in class.

It's important for teachers to create a positive environment. They also need support from other children to make sure the classroom is a peaceful and happy place for all students.

What is Universal Design for Learning (UDL)?

Universal Design for Learning (UDL) is a teaching method connected to inclusive education. UDL aims to remove barriers in the classroom and school environment. These barriers can stop students of all abilities from learning. To use UDL, teachers need to understand their students' needs, strengths, interests, and backgrounds.

Once teachers understand their students, they can use differentiated instruction. This means teaching in ways that meet each student's needs. They also adjust lessons so everyone can learn fairly. UDL means that the learning goals stay the same, but students can reach those goals in different ways. This allows each student to learn to their full potential.

When using UDL for students with special needs, it's important to truly be inclusive. Some schools think inclusion just means having students with special needs in the room, without giving them enough support or changing lessons. But true inclusive education means teaching every student fairly and respectfully. This means thinking about all parts of a student's identity, like their background or if they use a wheelchair. When these changes are made, all students can benefit.

Why is Full Inclusion Good?

People who support full inclusion say that even partly separating students is wrong. They believe it makes disabled students feel less important. They think it's more important for disabled people to be seen in regular classrooms than for them to get higher grades. They argue that society respects disabled people less when they are not visible in general education classes. Some even say that if typical students are harmed academically by full inclusion, it's still better than the social harm of making disabled people less visible.

Another main argument is that everyone benefits from inclusion. Supporters say that many children and young people feel like they don't fit in. A school that fully includes all disabled students feels welcoming to everyone. Also, studies show that students with intellectual disabilities who spend time with their classmates improve their social skills and school performance.

Advocates for inclusion say that typical students who learn with special needs students from a young age become more understanding of others' challenges. They develop more empathy and better leadership skills, which helps all of society.

Combining inclusion with some pull-out services (partial inclusion) has been shown to help students with learning disabilities improve their reading. Special education teachers also prefer this method.

Inclusive education can help all students in a class. Research shows that inclusion helps students learn to work together. It also encourages tolerance and empathy among students.

Co-Design in Education

Co-design is a way of designing things that involves the people who will use them. In education, this means working with teachers and students to create lessons or teaching methods. This can lead to better learning experiences for everyone.

Currently, many lessons are designed by people who don't have direct experience in the classroom every day. This can limit new ideas. By including teachers and students in the design process, new and better ideas can come forward. This can make learning more personal and effective for all students, not just those with disabilities.

Sometimes, teachers feel more comfortable just using materials than helping to design them. And curriculum designers might prefer to create materials on their own. But studies show that when teachers are involved in co-design, they are better prepared to teach the material. They also understand the goals of the lessons better. This leads to a more positive and effective experience for the class.

Positive Effects of Inclusion

There are many good effects of inclusion for both students with special needs and other students. Research shows positive results for children with disabilities, such as:

• Reaching their IEP goals.
• Improving communication and social skills.
• Having more positive interactions with classmates.
• Better school results.
• Easier adjustment after school.

For children without disabilities, positive effects include:

• Developing good attitudes and understanding of people with disabilities.
• Improving their social standing with classmates.
• Becoming less prejudiced.
• Developing communication and leadership skills faster.

One study compared preschool students in integrated (inclusive) and segregated (special education only) settings. It found that children in integrated settings improved their social skills, while segregated children actually got worse.

Another study looked at inclusion in grades 2 to 5. It found that students with specific learning disabilities made academic and emotional progress similar to students without disabilities. These students also showed improved self-esteem and sometimes more motivation.

A third study showed how peer support in an inclusive classroom can help children with autism. Typical students were trained to help their autistic classmates stay focused. This study found that using peers helped students with autism reduce off-task behaviors a lot. It also showed that typical students accepted the student with autism both before and after the help was introduced.

Challenges of Inclusion: Student Experiences

Even though inclusive education is becoming more common, some students with special needs still face challenges in mainstream classrooms. Recent studies show there's still work to do.

One study looked at 371 students in grades 1-6 in Ireland. Students were asked about how much their classmates, including those with Autism Spectrum Disorder (ASD), were accepted or rejected. The results showed that children with ASD were less accepted and more rejected socially. This means that even with inclusive practices, some students are still not fully accepted by their classmates.

Many students are placed in mainstream schools because they are thought to be good academically. But schools often don't consider if they can adjust socially. One study looked at the experiences of 12 students with ASD (ages 11-17) in inclusive schools. All of them felt dread, loneliness, and isolation. They also reported being bullied, misunderstood, and not supported by peers and teachers. These feelings show that mainstream education isn't meeting the social needs of all students with autism. There's a gap between the idea of inclusion and what actually happens in classrooms.

What This Means

These challenges are very important for understanding inclusive education. While inclusion aims to help all students, more needs to be done. Social relationships and acceptance are key parts of inclusive education. Without them, students will feel the opposite of included.

This means teachers and researchers need to find out more about how students feel about inclusion. What's the point of doing something meant to help everyone if it doesn't always work? Students with special needs and researchers suggest more group assignments to help build relationships and social skills. Also, other students need to learn more about empathy and accepting differences.

Teachers also need to make changes. Students with ASD have suggested ways to improve their education and classroom interactions. This includes having clear expectations, chances to socialize, different ways to learn, and reducing sensory distractions. Knowing this, everyone involved in education needs to make sure inclusion treats students with special needs fairly and respectfully. This should be based on their strengths, needs, interests, background, and what they are ready to learn (zone of proximal development).

Criticisms of School Inclusion Programs

People who criticize full and partial inclusion include educators, principals, and parents. They argue that these approaches don't recognize that most students with significant special needs require teaching just for them or very controlled environments. So, general education teachers might be teaching the regular lesson, while the special education teacher is trying to help another student catch up at the same time. Also, a child with serious attention problems might not be able to focus in a classroom with many active children. However, more students now have disabilities, so all teachers need to deal with this, and it's not just because of inclusion.

Some critics believe that full inclusion might be a way for schools to just make parents and the public happy. They might use the word "inclusion" to get attention, but their efforts to educate students with special needs in regular classes might not be real.

One study found that students with IEPs (Individualized Education Programs) received less personalized help when they were in an inclusive setting compared to a mainstreamed one.

Some researchers say that school districts don't prepare general education staff enough for students with special needs. This stops students from learning. Also, school districts sometimes promote inclusion for political reasons and get rid of helpful pull-out services, without asking the students.

Inclusion is seen by some as a good idea in theory, but not practical. Studies haven't fully proven the benefits of full or partial inclusion. Also, "push-in" services (where special education teachers come into the regular classroom) don't allow students with moderate to severe disabilities to get personalized teaching in a resource room. Many students benefit a lot from resource rooms for both learning and emotional growth.

Parents of disabled students might worry about putting their children in an inclusion program. They might fear that other students will make fun of them, or that their children won't learn important life skills in an academic classroom.

Some argue that inclusive schools are not the most cost-effective solution compared to cheaper or more effective options like special education. They say special education helps "fix" students with special needs by giving them personalized teaching to meet their unique needs. The goal is to help these students adjust quickly to the main school and community.

However, supporters of inclusion argue that isolating students with special needs might lower their self-esteem. It might also reduce their ability to interact with others. By keeping these students in separate classrooms, they don't see the struggles and successes they can share together. But at least one study showed that mainstreaming in education had long-term benefits for students, like higher test scores, which hasn't been fully proven for inclusion yet.

A Wider View: Social and Cultural Inclusion

UNESCO uses a much broader definition of inclusion. It means including groups that are often left out, such as religious, racial, ethnic, and language minorities, immigrants, girls, poor people, students with disabilities, people with HIV/AIDS, and people in remote areas. In some places, these groups are not actively included in education.

In the U.S., this wider idea is also called "culturally responsive" education. This approach is different from older ideas about cultural diversity. Gloria Ladson-Billings says that culturally responsive teachers know how to base learning on a child's real-life experiences, like their home life, community, language, and beliefs. Supporters say that culturally responsive teaching is good for all students. It builds a caring community where everyone's experiences and abilities are valued.

Supporters want all learners to participate as much as possible in their local schools. They want to rethink and change school policies, lessons, cultures, and practices. This way, all students' different learning needs can be met, no matter why they have those needs. They believe all students can learn and benefit from education. Schools should adapt to students' physical, social, and cultural needs, instead of students having to adapt to the school. Supporters think that differences between students make the school richer and more diverse. These differences should be supported with many flexible ways of teaching. Changing schools to be more culturally responsive means looking at the whole education system. This means seeing that everyone involved – parents, teachers, community members, staff – adds strength through their diversity.

Even though inclusion is usually talked about for elementary and high schools, it also applies to college. UNESCO says inclusion "is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners." With this wider definition, steps should also be taken to stop discrimination and help all students who are at a disadvantage for reasons other than disability.

Curriculum

Gender-Sensitive Curriculum

A gender-sensitive curriculum understands that our world has two main genders. It tries to break down ideas that boys and girls are only good at certain things. Research shows that while girls might struggle more in math and science, and boys in language arts, this is partly because of how society teaches them.

One way to create a gender-friendly classroom is "differentiation." This means teachers plan and teach lessons while thinking about gender and other student differences. Teachers can group students in different ways to use everyone's strengths. Research also shows that teachers treat girls and boys differently in class. Gender-sensitive practices mean giving fair and proper attention to all learners.

What teachers teach is also very important. For example, to keep boys' attention, teachers might use examples that only relate to male roles. This can continue gender bias. A gender-sensitive curriculum also directly talks about gender diversity. This can include using stories, writing prompts, and art projects that help students share their own ideas about gender.

LGBTQ-Inclusive Curriculum

An LGBTQ-inclusive curriculum includes positive examples of LGBTQ people, history, and events. It also tries to weave these stories into the main lessons, not just as separate topics. It shows how LGBTQ experiences connect with other types of diversity, like ethnicity and race.

The goal of an LGBTQ-inclusive curriculum is to help LGBTQ students feel seen and safer at school. It also makes them more comfortable talking about LGBTQ topics. A study by GLSEN found that LGBTQ students in inclusive schools felt much safer because of their identities. They also felt their classmates were more accepting and supportive.

Using an LGBTQ-inclusive curriculum means making choices about what to teach. It also means using "teachable moments" in the classroom. One study showed that teachers often didn't step in when LGBTQ bullying happened. Other research suggests that training healthcare workers to support LGBTQ patients helps improve healthcare services for them. This fits with the larger idea of culturally-responsive healthcare.

Benefits of an Inclusive Environment

Having students of the same age, both with and without disabilities, in a general education classroom helps everyone. In inclusive education, all students learn the same lessons, grow their own potential, and do the same activities at the same time. This means learning happens in many ways, because students learn differently and at their own pace.

Inclusive education provides a supportive place for teaching and learning. Students with disabilities often benefit more in an inclusive setting. They can get help from their classmates and compete at the same level because they have equal chances. Research on inclusive education helps us learn more about how it works.

See also

In Spanish: Inclusión (pedagogía) para niños

• European Agency for Special Needs and Inclusive Education
• Centre for Studies on Inclusive Education
• Post Secondary Transition For High School Students with Disabilities
• Mara Sapon-Shevin, student of Douglas Biklen
• Discrimination in education
• Douglas Biklen
• Teaching for social justice
• Mainstreaming in education
• Special Assistance Program (Australian education)
• Circle of friends (disability)
• Accord Coalition for inclusivity on the grounds of religion (England and Wales)
• Education for All Handicapped Children Act
• The Compass Institute Inc Further education and vocational pathways for young people with disabilities
• Right to education
• Universal access to education
• Community integration
• Inclusive education in Latin America
• Least dangerous assumption