EDC 301
A framework for
understanding
inclusion
Practical decisions in inclusion is a complex and
Framework controversial concept
Inclusion in schools requires informed teachers with
sound, fair theoretical knowledge to make informed
decisions
These include broad principles, such as dedication to
building a more democratic society, a more equitable
and quality education system and a belief that extends
the responsibility of regular schools to accommodate
the diverse learning needs of all learners
What is
In a wider sense inclusion is about developing
inclusion? inclusive community and education systems and
putting inclusive values in action
Inclusive education celebrates differences arising from
the complex interplay of gender, nationality, race, age,
language, religion, socio-economic background,
cultural origin, level of educational achievementI and
disability
Inclusion is also an expression of individual human
rights and social justice and essentially has its origins
in the international human rights movement that says
"schools do not function in isolation but are influenced
by economical, political, and social development".
Two paradigms related to disability and educational
support
The Medical The Social
deficit ecological
model model
The medical deficit model
The shift to inclusion is not In education this led to a radical
separate from the shift in shift from a medical deficit or
paradigms that occurred in the "within child" model to a social
early 1970s and 1980s systems change approach
While inclusion is very prominent
in education today, the medical
deficit model is still frequently The medical deficit is ultimately a
used and in some cases still model of diagnosis and treatment
predominates as an explanatory
framework
In terms of medicine the field of
its origins is highly focused on
pathology, sickness and the
nature of presenting a problem
and on dealing with this specific
pathology in a centered way.
The medical deficit model
In the previous segregated education
system such labels determine the type
of special school class and form of Key concepts associated with the
remedial attention the learners and medical deficit model include special
their families required, thus learners education needs, handicap, defect,
who did not fit into the existing deficiency, remedial, diagnostic and
education program were often moved exclusion
to special schools or classes in order
to fix them and alleviate their
difference
What is mainstreaming?
• Mainstreaming is generally described as the educational equivalent of the
normalisation principle which suggests that people with disabilities have a
right to life experiences that are the same or similar to those of anyone else in
society.
• The goal of mainstreaming was to return learners with disabilities to the
mainstream of education as much as possible alongside normally developing
peers. It was implemented in countries such as the US by having learners
with disabilities "visit" general education classes for relatively short periods of
time.
What is the difference between integration and
inclusion?
• Integration relies heavily on social and political discourse. Humanitarian and civil rights issues originally drove
policies leading to integration. An example of the merging of civil rights and professional understandings of disability
is the “no child left behind act” of the US (2001). This emphasized the democratic right of every child to public
education. In contrast to mainstreaming the goal of integration is to ensure that learners with disabilities are
assigned equal membership in the community. Integration thus aims to maximize the social interactions between the
disabled and the non-disabled.
• Inclusion is an extension of the comprehensive ideal in education. This replaced the earlier ethics of
individualism, competition and the "winner takes it all" concept.
• Consequently, there are real differences in values and practices between integration and inclusion. Inclusion can be
described as a reconceptualization of values and beliefs that celebrates diversity. The emphasis was therefore on
developing inclusive education systems that accommodate all children regardless of their physical, intellectual, social,
emotional, linguistic or other conditions. This should include disabled and gifted children, children from remote and
nomadic populations, children from nomadic populations, children from linguistic ethnic or cultural minorities,
migrant children and children from other disadvantaged or marginalised areas or groups.
Three dimensions for Dimension A is concerned with creating inclusive cultures
which involves creating a secure accepting collaborating
inclusive school and stimulating community in which everyone is involved
which forms the foundation for the ability of all learners to
perform
development
Dimension B focuses on producing inclusive policies
aimed at developing a school for all and organizing
support to respond to learner diversity
Dimension C is about evolving inclusive practices and
intentionally designing a curriculum and learning for all
Bronfenbrenner's
bioecological
model
Bronfenbrenner's model is a multidimensional
contextualist model of human development.
Bronfenbrenner's bioecological model
Broadly speaking, the development of specialized education in
South Africa followed trends similar to those in most other countries
The development
of specialised A distinguishing aspect in the history of South African specialized
education in education is the extent of political and philosophical influence
South Africa
This resulted in gross inequalities and inconsistencies in provision
between the previous racially segregated government and provincial
departments as the apartheid era categorised and officially classified
people in terms of race, language, and disability
South Africa as it's standing now embraces inclusion
Education White Paper 6
Common occurring factors that create barriers to learning in the South African context
Barriers arising from
Socio-economic impairments, Negative attitudes Inflexibility of the
factors such as including physical, towards difference curriculum and
poverty and violence cognitive and teacher training
learning impairments
Language of teaching Inappropriate and Lack of parental
learning and inadequate provision recognition and
communication of support services to involvement in
schools learning and teaching
In developing countries like South Africa, a large number of
barriers to learning arise from an interaction of factors within
external and internal systems.
• A common example is of a young learner whose parents both have HIV or aids and who need
to take increasing responsibility at home for themselves their parents and their younger
siblings.
• Consequently, their schooling is continually interrupted and there is often no time to
complete homework.
• A learning difficulty may arise when basic scholastic activities are missed. In such cases
further barriers to learning may also arise when a parent caregiver who is the breadwinner,
dies, which results in further fuelling the vicious cycle of poverty.
• Teachers’ or peers’ discriminating attitude towards learners who's parents have HIV or aids
can also have a negative effect on their scholastic performance and attitude towards schools.
Collaboration is voluntary and respectful
Collaboration requires parity (feeling equal)
amongst participants
Collaboration Collaboration is based on mutual goals
characteristics Collaboration depends on shared responsibility
for participation and decision-making
Individuals who collaborate share resources
Individuals who collaborate share accountability
for outcomes
Conclusion
Mel Ainscow, a prominent
researcher in inclusive education, He states that teacher development
maintains that if teacher is more powerful in encouraging The ability to transfer knowledge
development is to have a significant improved teaching practices when into everyday classroom practice
impact on understanding thinking it is set within the school context requires planned application and
and practice, it needs to be linked to and addresses the day-to-day on the job support.
school development and, therefore concerns of teachers.
to be school-based and context
focussed.
