Inclusive Education... What Are we Really Talking About? A 10 Country Reflection (Part 2)
'there is a conceptual confusion surrounding what inclusion is, what it is supposed to do and for whom'1
Generating inclusive learning environments is a global priority and is recognised as being a key component in establishing a more equal world (United Nations Sustainable Development Goal - SDG 4).
The notion of inclusive education, which has been strongly developed through the Salamanca Statement5 and the United Nations Convention of the Rights of Persons with Disabilities (UN CRPD), has developed historically from the provision of special education for learners with disabilities, evolving to encompass the international Education for All movement which ‘targets’ other ‘disadvantaged’ populations such as girls and learners from ethnic minorities2. However, despite being a widespread concept, Inclusive Education (IE) is still debated by academics 3–6, educators 7–9, parents10, 11, and learners2, 12. How can we justify using a concept that has been described as being ‘fuzzy’13, and ‘fluid’14 be used as a universal target in the United Nations SDG4? Despite strong policies being developed internationally, it seems that the existing structures and systems make it difficult to move forward from the discourse of inclusive education into the implementation of a quality, inclusive education for all.
This 2-part discussion panel will bring together academics working in the area of inclusive education, with a focus on ten different country contexts: Australia, China, Finland, Germany, Iceland, Ireland, Portugal, Scotland, Spain, and Switzerland.
We will use the dimensions of Artiles and Dyson’s15 Comparative Cultural Historical Analysis framework to structure our discussion, by focusing on: 1) participants (targets and ‘actors’ involved in IE), 2) cultural (models of inclusion, provision taking place; beliefs, values, expectations regarding particular groups or learners), 3) temporal/ historical (development of IE), and 4) outcomes. This framework will allow us to discuss how governments and educators in different contexts define and implement Inclusive Education – how it is defined in public policies, what it implies in practice and who the target populations are in each of the contexts. For example, while in some countries there is still a strong focus on supporting disabled students when referring to IE, others refer to ‘Special Educational Needs’, or ‘Additional Support for Learning’ (Scotland) which include aspects such as poverty, linguistic and cultural background, or being ‘in care/ looked after’. While some contexts have considerable differences between regions (e.g. Germany, Spain), others have rather centralised policies and practices (e.g. Portugal).
The countries represented have a variety of approaches and traditions regarding responding to student diversity, and how ‘inclusive education’ is conceptualised and realised. Reports from several contexts suggest clarifying the meaning of the education policy in practice at all levels and how to implement it as a key lever for moving forward (e.g. the European Agency for Special Needs and Inclusive Education audit of the Icelandic system for IE). And so, the aim of this discussion panel is to explore similarities and differences between contexts and to interrogate to what extent education systems are presently places where all learners are experiencing equitable, quality education, where all feel welcome, challenged and supported, and where all learners are able to access, participate and succeed in education. Or whether we value some children more than others16, namely learners with intellectual disabilities17.
We will then discuss how we can develop education systems that are based on inclusive: concepts, policies, systems and structures, and practices18. Systems that truly engage with learners’ voices, that are based on the collaboration between different actors (namely educators, learners, and families; education, health and social work), and where inclusive curricula and inclusive pedagogy19/ ‘didactics’ are core, rather than an afterthought for a minority of learners.