What are the basic elements of
Use of teaching assistants or specialists: These staff
have the potential to be inclusive or divisive. For instance, a specialist who
helps teachers address the needs of all students is working inclusively. A
specialist who pulls students out of class to work with them individually on a
regular basis is not.
Inclusive curriculum: An inclusive curriculum includes locally relevant
themes and contributions by marginalized and minority groups. It avoids binary
narratives of good and bad, and allows adapting the curriculum to the learning
styles of children with special education needs.
Parental involvement: Most schools strive for some level of parental
involvement, but it is often limited to emails home and occasional
parent–teacher conferences. In a diverse school system, inclusion means thinking
about multiple ways to reach out to parents on their own terms.Is inclusive
Making education inclusive is not a cost-cutting measure. Governments must
be prepared to invest substantial resources at the outset on system reforms such
as teacher and staff training; improving infrastructure, learning materials, and
equipment; and revising curricula to implement inclusive education successfully.
However, by eliminating redundancy and the high costs of running parallel
systems, such investments are an efficient and effective use of funds, and hold
the potential to improve education for all students.
mechanisms must be reformed so that schools that enroll students with special
needs receive the necessary additional financial resources. When students move
from special schools to mainstream schools, the funding should also follow.
How do Open Society Foundations support inclusive education?
changes to policy and practice in a variety of ways, including the following:
advocate for the recognition of children’s legal rights, such as supporting
organizations of parents with children with special educational needs and
disabilities in Armenia fund empirical research, including support for an
organization of young people with disabilities in Uganda that is documenting
barriers to education support sustainable services like networking and learning
opportunities for schools and NGOs, such as teacher associations and parent
groups strengthen civil society groups that give young people, parents, and
educators a voice, including parent-led organizations advocating for the rights
and inclusion of children with disabilities in Tajikistan engage with civil
society and other actors in policy development by, for instance, providing
technical support to the development of key inclusive education–related laws,
policies, and strategies at the national level support governments and system
services to pilot models of successful inclusive education provision that could
be scaled up and replicated