An inclusive education refers to schools, centers of learning and educational systems that are open to all children, and that ensure that all children learn and participate. For this to happen, teachers, schools and systems may need to change so that they can better accommodate the diversity of needs that pupils have and that they are included in all aspects of school-life. It also means identifying any barriers within and around the school that hinder learning and participation, and reducing or removing these barriers. Inclusion in education is a process of enabling all children, including previously excluded groups, to learn and participate effectively within mainstream school systems. Placing excluded children within a mainstream setting does not of itself achieve inclusion. Inclusive education must be underpinned by key principles and practices:
Principles
Every child has an inherent right to education on basis of equality of opportunity
No child is excluded from, or discriminated within education on grounds of race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status
All children can learn and benefit from education
Schools adapt to the needs of children, rather than children adapting to the needs of the school
Children's views are listened to and taken seriously
Individual differences between children are a source of richness and diversity, and not a problem
The diversity of needs and pace of development of children are addressed through a wide and flexible range of responses
Practice
The practice of developing inclusive schools involves:
Understanding inclusion as a continuing process, not a one-time event
Strengthening and sustaining the participation of children, teachers, parents and community members in the work of the school
Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Inclusive settings focus on identifying and then reducing the barriers to learning and participation, rather than on what is 'special' about the individual child or group of children, and targeting services to address the 'problem'
Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, environments and support
Identifying and providing support for staff as well as students.