Concept of inclusion and inclusive education: Understanding the child with disability

Opinion Jul - 03 - 2014 , 13:53

What is inclusion? Where is its origin? Are there any barriers to successful inclusion, and does it pose any problem to students with learning disabilities? These are the questions educators, parents, and students need answers to.

It must be asserted that, “Making inclusion work” requires that persons with disabilities (PWDs) and/or their representatives must be present at the table in all discussions concerning this very important concept.

But in order for inclusion to be of any essence, we must discuss its origin, barriers and challenges as well as models and strategies in a manner that is dispassionate and all-inclusive.

Inclusion

The concept of inclusion was conceived in 1948 with the declaration adopted by the UN General Assembly on the “International Bill of Rights” which recognises that all human beings are born free and equal in dignity and rights.

This declaration fundamentally seeks to deal with the issue of discrimination at all levels in every facet of society.

Inclusion is the acceptance of all people regardless of their differences. It is about appreciating people for who they are and their competences, rather than how they walk, talk or even behave.

Inclusion also allows people to value the differences in each other by appreciating that each person is unique in his/her own creativity.

Theoretically, inclusion is the creation of an enabling environment that provides for the acceptance of children with and without disabilities to play and interact every day without any prejudices whatsoever, even if these children are receiving therapeutic services.

And for inclusion to succeed, it must be a passion that is shared by all the protagonists involved, including agencies, teachers, families, non-governmental organisations (NGOs), Chiefs and the whole community.

Inclusive Education

Education is the most effective way to break the cycle of discrimination and poverty that children with disabilities and their families often go through.

In fact, it is about every child’s right to participate in education, and the school’s duty to accept him/her.

According to the Children’s Act, 1998, children with disabilities have the right to be educated with their non-disabled counterparts of their own age. The Act also states that children should have access to the same general curriculum taught to children without disabilities.

Inclusive education, therefore, is when children with disabilities are placed in the same classroom environment as other children of their age who do not have disabilities.

The idea is for these children to attend school in their neighbourhood with the same children whom they play with. This, it is believed, will enable these disabled children to make friends with their non-disabled counterparts and love school.

The concept of inclusive education is a relatively controversial subject for many parents and educators. But the reality is that “inclusive education” involves modifications in philosophy, curriculum, teaching strategy, and structural organisation.

Such modifications go beyond just affecting those students labelled as “disabled” and even far beyond the purview of what is traditionally known as special education.

And each of these modifications has the potential to effect the necessary transformation and support needed by children with disabilities.

Hence, it is essential that societies adapt their structures to ensure that all children, irrespective of age, gender and/or disability, can enjoy their basic human rights without discrimination of any sort.

Research has proven beyond any reasonable doubt that it is possible to fully include children with disabilities in standard classrooms when the correct services and support-systems are provided.

First, Behaviour-Intervention Plans must be put in place to address a child’s behaviour at any time if necessary.

Then a trained inclusion teacher will make the necessary stimuli, to modify the curriculum in order to support children with cognitive and behavioural challenges in the general education classroom.

Development of roles

The educational field is undoubtedly the place where children begin to develop the roles they will play in the adult community.

We, therefore, cannot expect children with disabilities to learn and practise these roles in isolation from their peers, and then later be assimilated into the adult workplace and the heterogeneous community in general.

For this reason,inclusive education rejects the use of special schools or classrooms to separate students with disabilities from those without them.

It no longer distinguishes between "general education" and "special education" programmess, but rather, the school is modified to suit the needs of children with disabilities in order for them to learn together, and create acquaintances.

Essentially, children have the right to equal and quality education, no matter what special needs they may have, and no school has the right to deny them and their families that right to education on the grounds of their disabilities.

Inclusive Recreation/ Tourism

There is also the recreational aspect of inclusion which equally deserves some serious attention. With the coming into force of the disability law 2006, (Act 715), efforts must be made to physically include children and individuals with disabilities into recreation programmess.

Accessibility to buildings, playgrounds, beaches, Forts and Castles, waterfalls, Parks etc. must be remodelled to accommodate wheelchairs and other adaptive devices.

It is indeed evident that more than physical structures will need to change in order for individuals with disabilities to be included into national programmes, and have the same opportunities to succeed and enjoy life as individuals without disabilities.

And with the appropriate advocacy and education on inclusion and disability, service providers will insure that their services embrace the concept of inclusion.

The importance of inclusion

The responsibility of teachers concerned with creating inclusive classrooms is to emphasise the social atmosphere of the classroom and take active steps to teach and model respect for differences.

For instance, the same students who, prior to inclusive education, would have thought that Kwadwo uses the sign language or the Braille because he is deaf or even visually impaired, will now learn that children communicate or read books at different levels, on the same topic, or that Adwoa uses a pair of crutches because she is physically challenged, will now learn that people may walk differently, but through the same path of life.

On the interpersonal level, inclusive education allows children to develop friendships with their peers and feel less bothered about their disabilities; making them show higher confidence levels than those who are isolated to different classrooms because of their disabilities.

Inclusion furthermore brings about a blend of various skills and characteristics which are exploited by these children as they grow up together. For instance, the braille and sign language eventually become other mediums of communication for all the children, and the non-disabled children voluntarily assist their wheelchair colleagues with mobility.

These effectively break the barriers of communication and accessibility, and also enhance group studies which inure to their collective benefits.

Now as these kids grow into adulthood and branch into their diverse fields of endeavours, the able will learn to show compassion on their disabled counterparts and love them.

They would also have a heightened sensitivity towards the challenges that others face, show increased empathy and improved leadership skills; necessary for national cohesion and “mutually-inclusive” development.

Ultimately, inclusion respects diversity and honours differences.

The writer is with the Ghana Society of the Physically Challenged, Koforidua

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