Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

Neria Sebastien
Copyright: © 2024 |Pages: 30
DOI: 10.4018/978-1-6684-8795-2.ch022
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Abstract

Society embraces diversity and inclusion in education, recognizing the importance of acknowledging student differences for a nurturing learning environment. This extends to empowering teachers with disabilities in American classrooms, promoting inclusion alongside peers. This chapter examines their crucial role, unique contributions, and the need for enhanced recruitment and support systems. The family and culture-based (FCB) framework guides discussions on effectively accommodating and supporting these educators.
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Inclusive Teaching And Learning

In schools globally, students and teachers with disabilities comprise a small but significant portion of the student population. The term 'disability' in this context refers to “physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder an individual's full and effective participation in society on an equal basis with others” as defined by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006).

Global Perspectives on Disability in Schools

Studies suggest that 10-15% of students in international schools have identified disabilities, with rates varying regionally (Powell, 2018). Different regions report varying prevalent disabilities, such as ADHD in Europe (Liasidou & Symeou, 2016) and autism spectrum disorders in Shanghai (Dolson, 2015). In British international schools, autism spectrum disorder, dyslexia, and speech/language impairments are prevalent (Jules & Kutnick, 1997). A global trend shows a steady increase in enrollment of students with disabilities in international schools, particularly in North America, Europe, China, and India (Rose, 2021). However, many of these students have historically faced challenges like marginalization and limited access to resources (Rose,2021).

Evolution of Inclusive Education

Over time, however, inclusive education has proved transformative in shaping international school environments into more equitable and empowering spaces for all learners. The push for inclusive education in international schools worldwide gained momentum following the ratification of the UNCRPD in 2006. This convention marked a paradigm shift in attitudes toward disability rights, emphasizing full societal inclusion for individuals with disabilities (United Nations, 2022). The UNCRPD's foundational principles of non-discrimination and equal opportunity have shaped the evolution of inclusive education globally, including in international schools (Walker, 2016).

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