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Inclusive Education: A Global Pursuit

Inclusive Education: A Global Pursuit

Annah Dudu (Great Zimbabwe University, Zimbabwe), Tinashe Fradreck Mavezera (Great Zimbabwe University, Zimbabwe), and Tawanda Majoko (Great Zimbabwe University, Zimbabwe)
Copyright: © 2024 |Pages: 15
DOI: 10.4018/979-8-3693-1147-9.ch025
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Abstract

This chapter delves into inclusive education as a global policy and practice, emphasizing its increased importance since the Salamanca Statement (UNESCO, 1994) and the Sustainable Development Goals (United Nations, 2030). Exploring the rationale and critique, the chapter identifies evidence-based practice, teacher preparation, and effective resourcing as crucial for successful implementation. Despite criticisms, inclusive education stands out as a worldwide model for promoting equitable, socially just, and value-oriented practices in education systems. It advocates for 'accelerated inclusive education' as a model practice to achieve comprehensive inclusion, particularly for individuals with disabilities or those marginalized in education and society. The chapter provides implications for inclusive education in both developing and developed world contexts.
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2. Conceptualization Of Inclusive Education

As a global model policy, practice and provision, how inclusive education is defined ideally and theoretically is near-universal acceptance nonetheless not pragmatically, which has implications for stakeholders including educational institutions and teachers, particularly who implement education legislations and policies. Inclusive education is a ‘new’ catch-term with different conceptualizations within international and national contexts and education systems and institutions (Ackah-Jnr, 2018). Internationally, inclusive education is a complex phenomenon (Cologon, 2014; Hodkinson & Vickerman, 2009; Liasidou, 2015; Lindsay, 2007; Mitchell, 2010) and a philosophy of significant discourse and controversy in research (Ackah-Jnr, 2018; Friend & Bursuck, 2006; Lindsay, 2003; Slee, 2013). It is laden with theoretical issues (Ackah-Jnr, 2018; Armstrong, Armstrong and Spandagou, 2010; Liasidou, 2015), that account for misunderstandings or tensions in its implementation (Majoko, 2021).

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