Inclusive_Education_for_the_21st_Century_Theory,_P..._----_(Part_I_Introduction_and_Fundamental_Concepts)

Chapter 2: Fundamental Concepts of Inclusive Education

Defining Inclusive Education

• Inclusive education is rooted in the UN General Comment No. 4 (GC4) and Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD).

• The chapter elaborates on the meaning of inclusive education, highlighting the potential for misinterpretation if definitions are not unpacked.

• A critical phrase from GC4 is ‘overcome barriers’, which emphasizes the social model of disability—understanding how societal structures can create barriers for individuals.

Importance of Understanding Barriers

• A firm comprehension of the social model is essential to identify and dismantle barriers effectively.

• Educators of all levels, from early childhood to tertiary education, must grasp the concepts necessary for inclusive practice to promote the human right to inclusive education.

• Success in inclusive education relies on educators understanding both curriculum content and learner diversity, enabling them to anticipate and eliminate barriers in:

  • Curriculum (What they teach)

  • Pedagogy (How they teach)

  • Assessment (How learning is demonstrated)

• Recognizing that barriers reside in the environment, rather than within the student, is crucial for achieving true inclusivity.

Five Key Concepts of Inclusive Education

1. Ableism

   • Describes a worldview derived from able-bodied experiences, leading to perceptions that can indirectly discriminate.

   • example includes architectural designs that exclude individuals with disabilities, as showcased by Senator Jordon Steele-John's experiences in Parliament House.

   • Legislative frameworks must also account for the impacts of ableism—thus, understanding the architecture of built environments becomes essential in dismantling barriers.

2. The Social Model of Disability

   • Businesses argue that impairment is distinct from disability, which arises from societal barriers that restrict participation.

   • Disability is socially constructed: individuals with impairments like mobility issues are disabled when they encounter barriers such as stairs or narrow doorways.

   • The model focuses on removing barriers rather than solely fixing individuals.

   • The historic example of kerb cuts in Kalamazoo showcases benefits for all communities, illustrating the collateral advantages of the social model.

   • Critiques of this model include concerns about ignoring the reality of impairments and the well-being of individuals.

3. The Concept of Equity

   • Equity involves recognizing the need for tailored solutions based on individual contexts, versus a blanket application of equality.

   • Discussions around fairness must involve contextually sensitive distributions of resources and support.

   • The distinction between equality (treating everyone the same) and equity (providing based on individuals' needs) is vital for educational settings.

4. Dilemma of Difference

   • Providing adjustments to students with disabilities risks stigmatization, while treating all students the same may deny their unique needs.

   • The challenge lies in identifying and addressing barriers without singling out individuals for their differences—a balance educators must carefully navigate.

5. Inclusive Language

   • Language reflecting human rights and dignity is crucial in inclusive education, influencing attitudes toward people with disability.

   • The transition from negative terminologies like ‘retarded’ to more respectful ones acknowledges the dignity of individuals with disabilities.

   • Activism may be necessary to shift terminology in official contexts; the Rosa’s Law example highlights the significance of language changes in policy.