Global Inclusion
"At an international level... there seems to be a growing consensus that inclusive education does not, and should not only concern students with disabilities. Rather, it is increasingly understood as about addressing barriers to learning and participation, and about ensuring access to quality education for all learners by developing inclusive education systems that welcome and learn from the diversity it embraces... At the same time, however, the [World Bank] project kept an explicit focus on an area of "disability." This was based on recognition that among the population that are at a high risk of educational marginalization and exclusion (such as girls/women, children living in poverty, street and working children, ethnic minorities, children affected by conflict, etc.), "disability" is one area that presents an added risk of being forgotten or pushed to be invisible... If we are serious about growing as citizens of inclusive societies, we must engage in a dialogue with people holding and embodying diverse perspectives and experiences. We must explore the meaning of "inclusive society" together, and seek to understand the kinds of education, system, culture, and support we need to achieve the vision" (Kasahara, 2006, p. 5).
The Framework for Action on Special Needs Education is a document adopted by the World Conference on Special Needs Education held in Salamanca, Spain in 1994 (UNESCO, 1994). Also known as the “Salamanca Statement”, this document makes significant declarations regarding the direction of special needs education. It is a framework for action in special needs education which includes: new thinking in special needs education, guidelines for action at the national level, and guidelines for action at the regional and international level. An important part of this framework is the suggestion of the need for “New thinking in special needs education” (UNESCO, 1994, p. 16). This “ new thinking” is based on the belief that “Inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights…Experience in many countries demonstrates that the integration of children and youth with special educational needs is best achieved within inclusive schools that serve all children within the community” (UNESCO, 1994, p.18). Regarding action at the regional and international level, the Salamanca Statement emphasizes the important roles both governmental and non-governmental, international, regional, and interregional organizations play in supporting and making progress toward inclusive education for all (UNESCO, 1994). The concept of inclusion can have many definitions. The definition put forth in the Salamanca Statement by UNESCO (1994) states that inclusion is “‘Schools for all’-institutions which include everybody, celebrate differences, support learning, and respond to individual needs."- (Meghan Cosier, December 2007)
For more information regarding global inclusion, feel free to visit any of the following websites:
Global Inclusion Books
Books on global inclusion are not limited to inclusive education, but to issues surrounding human rights and community inclusion as well. To read more about these books click here:
read more...Global Inclusion Articles
Scholars in the area of inclusive education have conducted research regarding international inclusion and what that means for different countries. To read more articles about global inclusion click here: read more...