Understanding inclusive education: ideals and reality

ABSTRACT

The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

KEYWORDS:

• Special education
• political coherence
• teacher education
• learning outcomes

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Peder Haug is professor of education at the Faculty of Humanities and Education, Volda University College. His main areas of research interests are educational reforms and classroom activities especially connected to special education and inclusion. He is the author of many articles and books dealing with early childhood education and care, compulsory education, special education and teacher education.

Additional information

Funding

This work was supported by the Norwegian Council of Research under [grant number 218326].