Contrary to what could logically be expected (given the higher teacher-to-student ratios and the special education training for teache...
Contrary to what could logically be expected (given the
higher teacher-to-student ratios and the special education training for
teachers in special schools), there is no evidence that special schools have
any benefits over mainstream schools.
Inclusive education has been found to have equal or better
outcomes for all children – not just for children who experience disability.
This includes better academic and social outcomes.
It is common for parents and teachers to worry that the
inclusion of a child who experiences disability will lower the standard of
education for children who do not experience disability. However, research
clearly demonstrates that this is not the case.
By contrast, along with myriad other benefits of inclusion
(including social and communication development and more positive
understandings of the self), inclusive teachers engage with all children more
frequently and at a higher cognitive level, with important benefits to all.
Frequent claiming of micro (and even macro) exclusion as
inclusion creates significant barriers to, and confusion about, inclusion. Lack
of understanding of what inclusion is, and subsequent unwarranted fear of
inclusion, are also significant barriers.
Inclusive education involves supporting each child in
belonging, participating, and accessing ongoing opportunities, being recognised
and valued for the contribution that he or she makes, and flourishing.
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