Social Education

Social Education

Since Salamanca, the term 'inclusive education' has taken on multiple meanings across the globe. It is sometimes used in England to describe practices within special schools (Spurgeon, 2007). In some UK contexts inclusive education is no longer associated with disability or special needs, but rather with school attendance or behaviour (Ainscow et. al., 2006). Slee (2004) has argued that the idea of inclusive education is showing signs of jetlag and is increasingly used to mean many different things. He bemoans the fact that it has lost its original radical meaning, which rejected medical and psychological explanations of educational difficulties.

Ainscow et. al.,(2006:15) have developed a typology of six ways of thinking about inclusion. These are:

Inclusion as a concern with disabled students and others categorised as 'having special educational needs'.

Inclusion as a response to disciplinary exclusion.

Inclusion in relation to all groups seen as being vulnerable to exclusion.

Inclusion as developing the school for all.

Inclusion as 'Education for All'.

Inclusion as a principled approach to education and society.

These different interpretations of inclusive education indicate that there is conceptual confusion surrounding this issue, but perhaps also that it necessarily takes different forms, depending on contextual concerns. Essentially it is a process of challenging exclusion in schools and communities and of being "vigilant about whatever threats to equity arise" (Dyson, 2004:615). However, in the same way that Jomtien provided a broad framework with little guidance on implementation but failed to adequately spell out the mechanics of how to achieve education for all children, Salamanca has led to a divergence of views and a lack of clarity on implementation. International consensus on the issue of inclusive education, and its relationship to EFA, is perhaps less important than the development of coherent and sustainable policies at country level. The extent to which more inclusive educational practices are promoted at country level will depend on the development of a clear understanding of the concept of 'inclusive education for all' in the cultural contexts in which it is developed.

Generalised definitions developed by international agencies, such as the Salamanca Statement, may help in promoting initial discussions, but are likely to be less helpful when practitioners attempt to make sense of inclusive education. In her analysis of international policy and practice concerning inclusive education, Peters (2003:1) concluded that it is a "complex issue" and that "no coherent approach is evident in the literature". She goes on to state that not only is inclusive education implemented at different levels, but it also embraces different goals, is based on a range of varied motives, reflects different classifications of special educational needs and provides services in different contexts. Although this allows for the development of culturally and contextually appropriate understandings of inclusive education to emerge, there is a "danger that wishful thinking about the way it is used or applied may distract people from exploring the realities of practice" (Booth and Ainscow, 1998:3). These concerns are evident in contexts, where inclusion is seen as being exclusively ...