Introduction:
Baileys view is the conventional outlook on inclusion, where each child is accepted for whom he or she is, and is offered the right to an education similar to his/her peers, in a common setting. Others view inclusion as a more complex concept. Griffin and Shelvin (2007) claim that inclusion can be segmented into three phases: segregated provision, integration/ mainstreaming and inclusion. I believe Bailey’s position above, remains in the mainstream/integrated position, as it lacks reference to the humanitarian right of a child to be educated amongst peers, reference to the promotion of a cultural shift among society, and reference to an ongoing process or curricular alterations, all concepts which would be associated with an inclusive …show more content…
It is so complex that it is without definition in key special educational literature, such as the Education Act (1998) or the ESPEN Act (2004). Principally, it is a culture, which provides the student with additional needs; the child with socio-economic disadvantage or socio-cultural differences access to a holistic education. Baileys view lies under Peck, Donaldson & Pezzoli (1990) of the ‘umbrella concept’ where the specific group of children labelled as having special educational needs, merely work together with their peers. Griffith and Shelvin assert that ‘Integration’ and ‘inclusion’ have habitually been used interchangeably and that there are significant disparities between the two. Integration means adjustments whereas Hamre (2007, p. 51) sees inclusion as “welcoming all students, recognizing their multifaceted identities, and reconfiguring an educational space that capitalizes on everyone’s unique qualities, experiences, and …show more content…
The fundamental justification for an inclusive educational society is evidently the human right rationale. Education is a fundamental human right for each regardless of individual needs, socio-economic disadvantage or socio-cultural differences all which is identified in the Universal Declaration of Human Rights (United Nations, 1989).The Salamanca Statement also acknowledges the right of all children to an education “Every child has a fundamental right to education and must be given the opportunity to achieve and maintain an acceptable level of learning” (Salamanca Statement, 1994,
Baileys view is the conventional outlook on inclusion, where each child is accepted for whom he or she is, and is offered the right to an education similar to his/her peers, in a common setting. Others view inclusion as a more complex concept. Griffin and Shelvin (2007) claim that inclusion can be segmented into three phases: segregated provision, integration/ mainstreaming and inclusion. I believe Bailey’s position above, remains in the mainstream/integrated position, as it lacks reference to the humanitarian right of a child to be educated amongst peers, reference to the promotion of a cultural shift among society, and reference to an ongoing process or curricular alterations, all concepts which would be associated with an inclusive …show more content…
It is so complex that it is without definition in key special educational literature, such as the Education Act (1998) or the ESPEN Act (2004). Principally, it is a culture, which provides the student with additional needs; the child with socio-economic disadvantage or socio-cultural differences access to a holistic education. Baileys view lies under Peck, Donaldson & Pezzoli (1990) of the ‘umbrella concept’ where the specific group of children labelled as having special educational needs, merely work together with their peers. Griffith and Shelvin assert that ‘Integration’ and ‘inclusion’ have habitually been used interchangeably and that there are significant disparities between the two. Integration means adjustments whereas Hamre (2007, p. 51) sees inclusion as “welcoming all students, recognizing their multifaceted identities, and reconfiguring an educational space that capitalizes on everyone’s unique qualities, experiences, and …show more content…
The fundamental justification for an inclusive educational society is evidently the human right rationale. Education is a fundamental human right for each regardless of individual needs, socio-economic disadvantage or socio-cultural differences all which is identified in the Universal Declaration of Human Rights (United Nations, 1989).The Salamanca Statement also acknowledges the right of all children to an education “Every child has a fundamental right to education and must be given the opportunity to achieve and maintain an acceptable level of learning” (Salamanca Statement, 1994,