INTERPRETATIONS OF INCLUSIVE EDUCATION
1: Inclusiveness and Equality
There is a great correlation between inclusiveness and equality, though the latter ought to be defined by individual circumstances. Inclusion seeks to understand and modify systems and to fit the needs of an individual. Campbell (2002) insists on the vitality of inclusion in the following quote:Inclusion is not simply about equality of access but also to schooling but also equality of circumstance, participation and outcome. (Campbell, 2002, p.11-12)While an education system depends on integration of students, inclusion allows the system to improve individual weaknesses of students. This interpretation encompasses one demerit, unrealism in that it is financially difficult to focus on individual needs unless governments increase education funds.Interpretation
2: Inclusiveness for All
Inclusive education is often mistaken for only children with special needs, but inclusive education should also include others irrespective of age, race, gender, class or age. This perspective of inclusiveness focuses on a broader ideology as it involves every student rather than idealizing inclusion for a specific minority group. This interpretation is more practical and applicable in real life educational settings because not only are special needs excluded but also other members of the mainstream school population (Deiner, 2009, p. 303).Interpretation
3: Inclusiveness and Social Justice
To administer social injustices in modern societies, education is perceived as the best tool to build an effective social justice system. With it, learners can decipher between equality and equity; two fundamental aspects that define democracy and freedom. Equity focuses on fair distribution of resources while equality is equal distribution of resources. The circumstances that children face in schools should be aligned towards equity rather than equality. This is very practical because societal members fail to distinguish between equity and equality and leave it on schools to address social injustice (Hickman and Porfilio, 2012, p.7).Interpretation
4: Political and Economic Approach
This interpretation provides counterclaims on inclusiveness; what the society experiences when exclusiveness and inequality prevail. Lack of education for all derives societal issues such as poverty, illness, early teenage pregnancies, crime and violence among others. All these issues are inter-connected and thus create positive influences to economic growth; an improper means to justify societal existence due to 'identity of interest'.
Campbell, C. 2002. Conceptualizations and Definitions of Inclusive Schooling. In Campbell, C. (Ed.). Developing Inclusive Schooling: Perspectives, Policies and Practices. London: Institute of Education.
Deiner, P. 2009. Inclusive Early Childhood Education: Development, Resources, and Practice. Oxford: Cengage Learning.
Hickman, H. and Porfilio, B. J. 2012. The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks. Rotterdam: Springer Science & Business …