Inclusive Primary Education

Inclusive education refers to an education system that includes all students, welcoming
and supporting them to learn, regardless of their abilities or requirements. Specifically, it
means ensuring that teaching, curriculum, school facilities, and other aspects are
appropriate for all children at all levels. In an inclusive education system, all children learn
together in the same schools, and no one should be excluded. This approach recognizes
that every child, including those with disabilities, has a right to inclusive education. Here
are some key points about inclusive education:

I. Definition: Inclusive education ensures that teaching, curriculum, school facilities,

and other resources are appropriate for all children at all levels. It means that children
with disabilities learn alongside their peers in the same schools, without exclusion.
 Importance: Educational Case: All children learn more effectively when they
learn together. Inclusive education improves learning outcomes for both
children with and without disabilities.
 Economic Case: It is cost-effective and contributes to more inclusive
societies.
 Social Case: It promotes understanding, reduces prejudice (disadvantage) ,
and strengthens social integration.
II. Rights-Based Approach: The UN Convention on the Rights of Persons with
Disabilities (CRPD) recognizes the right to inclusive education for all persons with
disabilities. Inclusive education is connected to children with disabilities realizing
other rights, such as non-discrimination, protection from violence, access to health
care, and more.
III. Transforming Education Systems: Inclusive education involves transforming the
entire education system, including legislation, policy, financing, administration, and
school organization. It requires commitment, support for teachers and students,
cultural change, partnerships, and regular monitoring. For more detailed information,
you can refer to the UNICEF summary on inclusive education.
IV. Introduction
 Introduction ‘Inclusive education’ has become a commonly used buzz (stable) phrase.
Inclusive education specifically focuses on inclusion in education and educational
institutions. The two most fundamental concerns in education today are:

1. The quest for excellence in teaching

2. The intensive effort to offer equal opportunities for all learners.

It is clear that the traditional understanding of teaching is becoming obsolete (no longer in
use) in the face of increasing numbers of learners from diverse cultural and linguistic
backgrounds with different abilities and educational needs in today’s classrooms. Teachers
are challenged to grow and adapt to the demands of schooling for the 21st century and
beyond.

 This chapter covers the evolution of the theoretical and philosophical underpinning
towards inclusive education to demonstrate the relationship between rhetoric and
paradigm shift.
 This chapter also discusses a framework for establishing inclusive schools as well
as strategies to provide meaningful access and participation in an inclusive
classroom. This chapter discusses: * othe historical roots of inclusive education *
the evolution of the theoretical and philosophical underpinning towards inclusive
education * the relationship between rhetoric and shifting paradigms * how one
can plan for inclusive education at a whole-school level as well as within a class
V. The Role of Teachers to Promote Inclusive Education Classroom
 The adoption of inclusive education strategies—where special education students
are immersed (giving all your time, energy) in classrooms with typically (in most
cases) developing peers—has increased rapidly in recent decades.
 More than 60 percent of students with disabilities spend at least 80 percent of their
school day in general education classrooms, according to the US National Center
for Education Statistics.
 Studies have shown that inclusive learning benefits all students in the classroom by
providing thoughtful, personalized instruction and promoting individuality and
equity.
  A student with autism (a disturbance) might feel calmer when surrounded by a
diverse peer group, while a nondisabled student might learn how to form positive
relationships with a greater variety of children.
 Establishing a successful integrated learning environment is a complex task
involving teachers, administrators, and families.
 Special education and general education teachers often work together to develop a
curriculum and create a positive student culture.
 In an inclusive classroom, special education teachers have the essential role of
ensuring that students with disabilities or special needs receive a quality education.
VI. Why Adopt Inclusive Learning?
 The Individuals with Disabilities Education Act (IDEA) states that students with
individual education plans (IEPs) must be educated in the least-restrictive
environments (LREs) available. Under IDEA, inclusive education (or
mainstreaming) has become a standard operating procedure for US public schools.
Students with IEPs can range from individuals with Down syndrome or forms of
autism to those with speech impediments or dyslexia—all of which require varying
levels of support.
 Under IDEA, if a differently abled student’s needs can be met in a general
classroom, with or without the support of a special education teacher or
paraprofessional, they must be educated in that environment. When needs are not
fully met in a general classroom, some students spend part of their days in a
resource room or in pullout sessions, while others are educated entirely in a special
education classroom.
 While there is some debate about whether inclusive instruction is the best way to
serve students with disabilities, there is mounting evidence that inclusive learning
improves educational outcomes. Inclusive educational settings lead to stronger math
and reading skills, higher attendance and graduation rates, and fewer behavioral
problems, according to an evaluation of more than 280 studies from 25 countries by
Abt Associates. In addition to promoting academic success for students with
disabilities, inclusive learning can help improve social cognition in typically
developing students.
VII. Role of Special Education Teachers in Inclusive Classrooms

For inclusion to show positive benefits, the learning environment and instructional
models must be carefully established to provide strong learning opportunities for all
students. Special education and general education teachers must have mutual respect and
open minds toward the philosophy of inclusion, as well as strong administrative support
and knowledge of how to meet the needs of students with disabilities. The involvement of
a special education teacher is crucial to the success of a combined learning environment
in a number of areas:

VIII. Curriculum Design:

 Special education teachers help craft the lessons for inclusive classrooms to ensure
that the needs of students with disabilities are considered. Teachers may work
together to develop a curriculum that is accessible to all students, or the special
education teacher might make modifications to the general education teacher’s
lesson plans. A special education teacher will also create supplemental learning
materials for specific students, including visual, manipulative, text, and technology
resources, and determine when one-on-one lessons might be needed.
 Teachers must examine students’ strengths, weaknesses, interests, and
communication methods when crafting lessons. The students’ IEPs must be
carefully followed to meet achievement goals. As many general education teachers
have limited training in inclusive learning, it is important for the special education
teacher to help the instructor understand why certain accommodations are needed
and how to incorporate them.
IX. Classroom Instruction:
 Many inclusive classrooms are based on a co-teaching model, where both teachers
are present all day. Others use a push-in model, where special education teachers
provide lessons at certain times during the day. It takes extensive cooperation
between general and special education teachers to implement a truly inclusive
classroom. Special education teachers often sit with or near students with IEPs to
monitor their progress and provide any special instructions or supplemental
 learning materials. Students require varying levels of individual instruction and
assistance, based on their unique needs.
 Teachers might also pull students out of the classroom for one-on-one lessons or
sensory activities, or arrange for time with counselors, speech therapists, dyslexia
coaches, and other specialized personnel. Special education instructors may need
to make sure that paraprofessionals or therapists are present in the classroom at
certain times to assist the students. To help maintain a positive climate, they also
might assist the general education teacher in presenting lessons to the entire class,
grading papers, enforcing rules, and other classroom routines. General and special
education teachers might break classes into smaller groups or stations to provide
greater engagement opportunities.
X. Learning Assessments: Another role of special education teachers in inclusive
classrooms is to conduct regular assessments to determine whether students are
achieving academic goals. Lessons must be periodically evaluated to determine
whether they are sufficiently challenging without overwhelming the students.
Students should gain a feeling of self-confidence and independence in general
education settings but should also feel sufficiently supported. Special education
teachers also organize periodic IEP meetings with each student, their family, and
certain staff members to determine whether adjustments need to be made to the
student’s plan.
XI. Advocating for Students:
 Special education teachers serve as advocates for students with disabilities and
special needs. This includes ensuring that all school officials and employees
understand the importance of inclusion and how to best implement inclusion in all
campus activities. Advocacy might include requesting inclusion-focused
professional development activities—especially programs that help general
education teachers better understand inclusion best practices—or providing
information to community members about success rates of inclusive teaching.
 Communication with parents is also essential for inclusive classroom success.
Families should receive regular updates on a child’s academic, social, and
emotional development through phone calls, emails, and other communication
 means. Parents can help students prepare for classroom routines. Expectations for
homework and classroom participation should be established early on.
I. Learn More About Inclusive Education: Special education and general education
teachers can develop a greater understanding of inclusive learning and other progressive
teaching methods by pursuing an advanced education degree. American University’s
School of Education gives students the skills to drive meaningful change in educational
environments. The school’s Master of Education in Education Policy and Leadership and
Master of Arts in Teaching degrees prepare teachers to take on transformative leadership
roles and create equitable learning environments for all students.
II. Why Is Creating an Inclusive School Important?

The legal imperative to provide all students with a free, appropriate, and least-restrictive
education is only the official reason to make inclusion an important part of any school
community. When schools focus on inclusivity, there are several significant benefits for students
that also extend to the community at large.

IIL. Students gain social and community skills.

 Isolating students in special education classrooms limits their full range of educational
opportunities, including learning and practicing important social skills.
 Additionally, inclusion promotes diverse friendships and interactions, enriching the lives
of all students.
 Inclusive schools experience fewer absences and behavioral issues.
 Students included in the general education classroom develop better self-esteem.
 The social skills and behavior they build around their peers help to minimize behavioral
challenges and disruptions.
 When students from all walks of life feel included and that they are important members
of the school community, they are more invested in their own education.
 Inclusive schools lead to greater overall acceptance and tolerance.
 Students not traditionally excluded in education also benefit from inclusion.
 They learn valuable lessons about tolerance, patience, and the benefits of diversity.
  All students (and teachers) benefit from a great support system.
 This creates an opportunity for teachers to get to know their students with lesson plans
tailored to students’ needs.
 Inclusive practice
 s in schools make learning and academic performance more accessible for everyone.

IIIL. Collaboration Is the Key to Creating an Inclusive School

 Collaboration that includes students, support staff, families, and community members
ensures all students are considered and included.
 Teacher collaboration creates an environment in which learning and instruction are
consistent for all students.
 When teachers have time to work with each other, they can identify gaps in teaching and
inclusion and intervene sooner to correct them.

VL. How can teachers collaborate? Take advantage of all opportunities and

available times but also build collaboration into the teaching schedule:

1. Make time for collaboration: Strategically schedule teachers to share planning hours so
they can meet regularly to work together.
2. Break out into teams.
3. Create professional learning communities (PLCs), or teams made up of teachers and
other staff members to collaborate.
4. Schedule time in everyone’s calendars.
5. Mandate regular meeting times for PLCs.
6. Make professional development a priority.
7. Plan professional development sessions that allow for collaboration, within and across
existing PLCs.
8. Encourage teachers to talk about students they share.
9. Teachers can share insights about students they share with one another. T
10. This can help them find ways to better support each student.

VIL. Include Support Staff, Families, and the Community

  Therapists, counselors, social workers, coaches, and community liaisons, and
others have unique skills and different perspectives on students who can be useful
in assuring greater inclusion.
 Parents and families are assets and allies.
 They provide an important perspective on their student’s needs, strengths, and
abilities.
 When schools collaborate with families, they get to know students better and are
therefore more able to meet their educational needs.
 Being in communication with families helps to maintain consistency in the use of
interventions and accommodations and to keep students more engaged in
homework and learning.

Here are some tips on how to collaborate with families:

 Begin the school year by getting to know students and their families.
 Aim to make contact within the first two weeks, whether it’s through email, by phone, or
in person.
 Use the type of communication the family prefers.
 Try to communicate with families in their native language whenever possible.
 That means any written documentation, including flyers, reading materials, etc.
 Ask parents and family members to get involved in school and classroom
activities.Encourage them to actually visit the classroom, especially during special
events or classroom activities.
 Offer a chance for families to share their ideas.
 Encourage families to communicate as much as possible.
 Ask them to provide feedback about their student and discuss areas of strength, as well
as areas in need of improvement.
 Community collaboration is also important for creating an inclusive school.
 Students spend many hours outside of school in their communities, working, playing,
attending religious services, and benefiting from social services.
 Students feel more included at school when their communities are involved. For
example, engaging local business owners and professionals to speak at career day
provides representation for students who might otherwise see only white professionals.