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Inclusive Education: Perspectives on Implementation and Practice From International Experts
Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.
Journal Article
Systemic barriers to inclusion
Inclusive education is good education. The United Nations, UNESCO, the World Bank, the World Health Organization, the Organization for Economic Cooperation and Development and other multilateral and regional institutions advocate inclusive education as a right, a means to improved educational outcomes and economic and social development for students with and without disabilities. Yet despite repeated calls for the inclusion of students with disabilities in the regular education system and for major educational reforms that will both promote inclusion and improve educational outcomes for all learners, most children across the world who have a disability are not in school at all, and those who do attend school are not in the mainstream education system. At least one third of the world's children currently out of school have a disability. In this chapter, inclusive education refers to the commitment of education systems to include and serve all children effectively. Inclusive education means that students with disabilities attend regular schools and classrooms with their non-disabled siblings and peers with the supports they require to succeed. The chapter explores the systemic reasons for the continued exclusion of students with disabilities from education in general and from inclusive education in particular, and the barriers to be overcome in order to end this exclusion. It refers to the United Nations Convention on the Rights of Persons with Disabilities, which is a legally binding instrument for countries that have ratified it, which will require submission of reports to the committee responsible for monitoring the convention. While there are no penalties for non-compliance, the public nature of the reporting process provides a basis for active lobbying by organisation of people with disabilities and their families.
Book Chapter
AIDS and the disabled
People with disabilities presumed to be sexually inactive do not receive sex education or treatment, and are not counted in statistics. Radio education campaigns miss people who are deaf; campaigns with written billboards, or humour that is difficult to understand, miss people with intellectual disabilities. Local myths also contribute to vulnerability.
Newspaper Article