Inclusive Education for Students With Diverse Learning Needs in Mainstream Schools

Abstract Despite an enormous growth of the literature and research on inclusive education during last two a half decades, theory practice are still inconsistent across systems worldwide. It is defined, conceptualised practised differently diverse socioeconomic contexts groups scholars practitioners. While some promote educating all students in mainstream classroom setting irrespective their abilities physical, emotional behavioural challenges, others emphasise improving overall quality for children from backgrounds. Given that multidimensional social enterprise, promoting single perspective at cost or merely emphasising role schools teachers may hardly result improved outcomes guarantee equal learning opportunities all. This chapter will critically review relevant discuss different approaches to education. Then it potential challenges systems. Finally, offer way forward children, backgrounds, multicultural contexts. Keywords Students' diversity Equal Inclusive Mainstream Whole school approach Universal Design Learning Citation Karim, S. (2023), "Inclusive Education Students With Diverse Needs Schools", Narot, P. Kiettikunwong, N. (Ed.) Interdisciplinary Perspectives Special Volatile, Uncertain, Complex & Ambiguous (Vuca) World (International Education, Vol. 20), Emerald Publishing Limited, Bingley, pp. 137-156. https://doi.org/10.1108/S1479-363620230000020009 Publisher: Limited Copyright © 2023 Shahid Karim. Published under exclusive licence by Introduction There has been advancement research, three decades. Although understood, yet, world communities nation-states subscribed global commitment ‘quality education’ ensuring ‘inclusive equitable all’ as one United Nations' (UN) Sustainable Development Goals (SDGs). Stakeholders often attribute meanings interpretations suggesting dynamic educational phenomenon deals with policy, pedagogy aims ensure students' racial, ethnic, cultural, religious economic The reiterates published ideas thoughts (Hue 2022; Karim Hue, 2022) highlight pragmatic serve schools. divided into four sections. Section begins discussing section discusses models inclusion, underscores its concomitant challenges. examines whole (WSA) identifies promising improve concludes emphasis importance integrated inclusion critical community-wide collaborative collegial efforts serving needs classrooms Meanings Interpretations frequent references literature, various terminologies ambiguous, definitions concepts bewildering. As refer dictum saying, means things people. Therefore, following briefly elaborates common terms such special (SEN) describes ways these national boundaries. Inclusion complex contested notion varied manifestations. Scholars follow understand concept. celebration differences (Corbett Slee, 2000), philosophy acceptance (Carrington, 2017), collective agenda justice (Glazzard, Netherwood, Hughes, Neve, Stokoe, 2019) policy framework (Lindsay, 2003) subject multiple implications. Carrington (2017) conceptualises ‘a where people valued treated respect’ (p. 240), Ferguson (2008) contends interpret via term exclusion should address world's most significant problems helping growing number excluded participating economic, political, cultural lives (Ferguson, 2008). Warnock (2010) states, ‘Inclusion not matter you geographically, but feel belong. many especially adolescents, identified having needs, who can never they belong large school’ 34). From point view, understood supporting physical intellectual disabilities (Johansson, 2014). However, given emotional, disabilities, sole focus impairment criticised limited understanding inclusion. Since come abilities, demands holistic instead focussing impairments. Ainscow colleagues (2006, p. 15) suggested six inclusion: concern disabled categorised ‘having needs’ (SEN). response disciplinary exclusion. relation seen being vulnerable exclusions. developing ‘education all’. principal society. These suggest conceptual forms settings operate varying philosophies coupled unique contextual conditions, practitioners ways. lack agreement meaning conditions demand context-specific Different questions, ‘inclusion whom, what purpose’, (Armstrong, Armstrong, Spandagou, 2010). consider target, context purpose comprehensive term. Addressing socioeconomic, religious, ethnic racial backgrounds could be essence Thus, borrowing words (2010), ‘the concept must embrace feeling belonging, since appears necessary both successful more general well-being’ 14). Similarly, interpretations. A cursory suggests process meeting regardless background. historical trajectory (segregation) integration moves towards ‘genuine inclusion’ (Jones Danforth, 2015). Professionals capacities define light respective fields socio-political support learning. For some, concerns identifying removing barriers participation (Cooper Jacobs, 2011). others, refers ongoing every student feels respected, accepted (Strayhorn, 2019), resulting sense belonging (Warnock, 2010), those have SEN. Helping central (Miles Singal, In Article 24, Rights Committee Persons Disabilities, reform provide clarifying between exclusion, segregation, committee notes: involves systemic embodying changes modifications content, teaching methods, approaches, structures strategies overcome vision age range participatory experience environment best corresponds requirements preferences. (United Nations, 2016, 4) Armstrong et al. definitions. include descriptive, prescriptive, narrow broad. Descriptive tend underscore how settings. contrast, prescriptive associated experts professionals use specific because recommend others. Amor (2019) argue descriptive set practices remain problematic when circumstances practices. definition also suffer relevancy stakeholders engaging services realities. Likewise, mainly respond among disability needs. On contrary, students, diversity, association any disability. either insensitive student's questioning whether even possible. fragmentation definitions, heterogeneity similarities instrumental (Armstrong al., Instead rhetoric no outcomes, analyses sociocultural structural construct, reconstruct perpetuate (Whitburn Plows, 2017). Such external would require only paradigm shift approaching meticulous scrutiny capabilities realities institutions adapt help them learn (Amor 2019). attitude avoid definitional open up possibility looking outcome rather than practice-oriented perspective. uphold schooling empowering community identify redress causes An empowered quickly determine limits sharpen skills knowledge (Hansen, 2012). addition education, another frequently discussed narrowly ‘SEN’ enables might Indeed, SEN label does difficulty experiencing except group differently. Consequently, connotes difficulties necessarily hinder learning, academic performance well-being (Wearmouth, Broadly, person-specific several types subtypes. former category internal student, difficulties. latter comprised student. One typical wrong biologically, physically emotionally so accordingly. When deficiency, provided using medical deficit this case, experts. depicts dependency inferiority children. Alternatively, factors occurs. factors, government policies, structures. SEN, here, preference ‘diverse students’ ‘SEN students’. word helps without biological At same time, needed well-being. Moreover, within context, ‘need’ implies meanings. need something lacks, depends fulfilled, causing hopelessness inadequacy take interventions context. stem status policies argues, ‘we assume same, less 37). Without impossible Besides ambiguities, crucial practical determining included whom Who decides if child SEN? Where supported? other words, whose prerogative decide falls Even parents ready accept reality? Do want educated typically children? Are equipped required human, material financial resources? classrooms? Pondering questions see challenging beyond scope detail, sufficient mention mechanism trajectories depending nature experiencing. Approaches conceptualise geopolitical elaboration perspectives policymakers, researchers, international funding agencies, schools, chapter. major theoretical inform pivotal. Central hinders access Glazzard viewpoints broadly based disabling individual local political construct doubt possible real exploring possibilities Qu (2020) proposes standpoint ambiguities inherent above views below. Biological Approach brief reveals roots passed through phase. countries followed (Spaulding Pratt, 2015; Winzer, 2009). relies heavily terminologies, disorder syndrome, syndromes diagnosis. called outlook determines physiological makeup deficit. treat professionals. Focussing resulted model Hence, processes, teachers' input remains minimal. sense, professionals, educators, dominate 2003). makes work psychologists, psychiatrists, pathologists health sciences teachers. criticism deficits underplaying environmental obstruct technological tools classified, certain ignores impairment. due non-medical factors. impairments perform better academically peers. important note cannot vice versa. unable greater reliance advances Neither Sociological Unlike diagnosis, intervention cure perspective, sociological places put disadvantaged position processes. Accordingly, implications Instead, ‘socially created social, effect’ (Glazzard 2019, 33). Rather criticising impairments, locates distinguishes ‘impairment’ ‘disability’ (Qu, 2020). proponents cognitive, sensory combination characteristic; instead, deprivation (Tregaskis, 2002). attitudinal, impediments. viewed issues. achieve background conducive created. education's criticises disabling, normalising, oppressive society 2002) emphasises rights, equality, respect, participation, analyse curricula assessment processes responsible creating conditions. had lasting impact formulation. was mindset historically constructed one's ability moved (Hernández-Torrano, Somerton, Helmer, played pivotal far complete acceptance. Critics right ‘illogical’ ‘unhelpful’ takes straightforward, lacking universality operationalised variety worthwhile balanced facilitate involve strengths weaknesses ecology which place argues locating change perceives ‘uncomplicated’ way. Nevertheless, continue removed. ‘The SEND [special and/or disabilities] part call sophisticated practically simply rejecting mistaken’ 2020, 7). Some affirmative Like model, rejects appreciates gives highlights positive aspects. instance, positively ‘valid enriching lifestyle’ 44) make advantage pursuing personal interests hobbies. considering experiences accounts source privilege over provides enriched Political advent globalisation development brought justice, equality agenda. struggle economies acquire maximum share market competition marketisation environment. ‘neoliberal principles value validate economistic conceptions ‘success’, active citizens…’ (Hardy Woodcock, 2015, 143). Nations strive resourceful diminish expenditures public services, prioritising goals formulation, execution implementation. Today's ‘politicians system produces highly knowledgeable skilled workforce. short, able workforce economy effectively compete against worldwide’ 36). priorities versions neoliberal framework. aim close gap ordinary normalisation 2005). Educational, Scientific Cultural Organization's (UNESCO) (UNESCO, 1990, 2000, 2008), there immense discourse around difference policies. comparative study States, Canada, England Australia revealed nations influence production policies' language reflects biological, problem fails recognise issues texts formulated motives ‘fail deconstruct aspects system, including curriculum, attitudes teachers, disengagement, resistance low achievement Eleweke Rodda (2002) scarcity resources implementing nations. Developing fail implement proper compared resource-rich countries. absence materials, inadequate personnel training programmes, enabling legislation structure (Eleweke Rodda, despite idealism, implementation questionable (Engelbrecht, Nel, Smit, van Deventer, 2016). prioritisation situation, marginalisation current until ‘exclusionary capitalist system’ replaced ‘equitable Philosophical suggests, philosophical standpoint. relationship raises fundamental adopts existing tool analysing scr