Inclusion (education)

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Inclusion in education refers to including all students to equal access to equal opportunities of education and learning,^[1] and is distinct from educational equality or educational equity. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.

Implementation of these practices varies. Schools most frequently use the inclusion model for select students with mild to moderate special needs.^[2] Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.^[3]

Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences.^[4] Richard Wilkinson and Kate Pickett wrote, "student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others. When we expect to be viewed as inferior, our abilities seem to diminish".^[5] This is why the United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments.^[6]