Open AccessInclusive Education is a Multi-Faceted Concept
Author(s) -
David Mitchell
Publication year - 2015
Publication title -
ceps journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 13
eISSN - 2232-2647
pISSN - 1855-9719
DOI - 10.26529/cepsj.151
Subject(s) - scope (computer science) , curriculum , pedagogy , convention , cover (algebra) , inclusion (mineral) , mathematics education , universal design , special education , sociology , political science , psychology , computer science , engineering , social science , mechanical engineering , world wide web , programming language
With the impetus of the UN Convention on the Rights of People with disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested.