It is important to consider inclusive and effective teacher practices in secondary classrooms as distinct from other schooling levels and settings. Many years of inclusive education reforms have brought about increases in the numbers of students with disabilities who are educated in the regular school system. However, progress has been slower for secondary school students with disabilities, who remain more likely to be segregated from their peers and to receive a poorer-quality education, when compared to their primary school counterparts. This is because many barriers to student inclusion remain entrenched in the structure and organization of secondary schooling systems. These barriers often arise from seeing difficulties in learning and participating through a medical model and thus requiring diagnostic verification and specialist support, instead of seeing student difficulties in learning as arising from a social model of disability, in which student participation and progress are hampered by poor design or inflexibility in teaching practices and a lack of access to support. A large body of research exists to support the case for using a range of school-wide organization as well as classroom-based practices that effectively overcome these barriers, and provide high-quality and equitable academic and social supports to all students in the secondary school classroom. Those that foster collaboration and effective relationships between professionals and students, and that provide access to support on the basis of need rather than diagnosis, have been found to produce supportive environments in which diversity is valued, equity is maximized for all students, and social and academic outcomes are improved for all students.
Marta Caballeros, Jeannette Bran, and Gabriela Castro
Inclusive education, as stated in declarations and human development goals, features in the educational policies being implemented in Central American and Caribbean (CA-DR) countries (Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, and the Dominican Republic). The policies seek to give the entire population of each country permanent access to quality education services, and they have a particular focus on people with disabilities. However, there are considerable challenges to be overcome, caused by a combination of historical factors and the sociopolitical and economic context. Some of the countries still have significant levels of poverty and inequity, both of which hinder the development of inclusive education. At the same time, inclusive education is expected to help eradicate social exclusion and facilitate social mobility. This paradigm began as an effort to secure disabled people’s right to education, and countries have since been working to offer disabled people access to regular schools. Nevertheless, segregated education services or services with an integration aim still persist. Moreover, poverty causes many students to drop out of school, or never to enroll at all. Each country has vulnerable or marginalized groups in its population. The work being done, from an inclusive perspective, follows two main routes: reorienting education systems toward inclusivity; and offering these groups affirmative actions to ensure their regular attendance at mainstream schools that have quality programs for all. If CA-DR countries are to achieve inclusive education, they must fulfill two requirements. Firstly, they must develop intersectorial interventions that revert causes of exclusion—education policies in isolation are unable to do that. Secondly, they must take action to ensure that inclusive education is achieved in practice in the classroom. There are advances toward inclusion, but more work is needed to answer the question of how CA-DR countries can develop inclusive societies, based on social protection and quality education services for all, that give proper attention to diversity, practice equity, and promote social mobility. Bottom-up strategies are valuable in the effort to achieve inclusive education.
Serge Ebersold, Edda Óskarsdóttir, and Amanda Watkins
Financing plays a critical role in achieving more inclusive education systems, and most European countries are considering how the way they fund education impacts the policy goal of more inclusive practice in schools. The way financing is determined in laws and regulations has a direct impact on decision-making and implementation in relation to identifying learners’ educational needs, diagnostic and assessment procedures that might be used. Crucially it impacts on the placement of learners in different types of provision, including separate special classes or special schools. Financing inclusive education systems differs from financing special needs education in several important ways. In addition to providing shared educational opportunities for learners with recognised additional needs with their peers in mainstream settings, financing inclusive education systems aims to enable all learners to gain access to the educational support they are legally entitled to. Financing inclusive education systems is also far more complex than financing general education as it relates to a multilevel and multi-stakeholder framework of policy and provision that includes non-educational aspects of educational provision that are needed to ensure all learners access to high-quality inclusive education. These non-educational aspects may cover factors such as accessibility of the physical environment, specialist support, different resources for reducing the functional consequences of different disabilities, as well as financial support for families in meeting the direct and indirect costs of education. Effective mechanisms for financing inclusive education systems entail the provision of additional funding and resources that encourage mainstream schools to develop inclusive education policies, as well as innovative and flexible learning environments that meet a wider range of learners’ academic and social needs and requirements. A higher amount of funding does not in itself guarantee better learning conditions; the successful implementation of inclusive education policies depends on how funds are allocated and to whom the funds are addressed, rather than solely on how much money is available. Effective inclusive education systems build upon funding mechanisms and strategies that consider and manage the deployment and manipulation of resources at the school level, governance mechanisms, capacity building, and school development approaches. All these strategies must be targeted at achieving the policy goal of more inclusive practice in all schools.