Institute of Development Studies

Making education inclusive for all

30 June 2010

Inclusive education is fast becoming a priority on the international education agenda. It aims to ensure that vulnerable children are not excluded from schools and within schools. The latest insights examines some of the complexities of inclusion across a range of international, national and local contexts, including in Ghana, India, Pakistan, Peru and Tanzania. 

What is inclusive education? 

Although the terms 'inclusion' and 'inclusive education' are often used in relation to children with disabilities and/or special needs, educational inclusion relates to all children accessing and meaningfully participating in quality education, in ways that are responsive to their individual needs. As well as children with disabilities, it also includes those from very poor households, those living nomadic lifestyles, children from ethnic minority groups, those living in fragile environments and children who are over-age for their grade, to name a few.

Inclusive approaches to schooling are different to other initiatives, because they put the responsibility on the education system or provider at all levels (international, national and local) to adapt and be responsive to the needs of children. Interventions to address exclusion need to work at multiple levels. One of the biggest challenges is to get educational professionals worldwide to want to address inclusion. 

Making inclusive education an international priority

This year's Education for All (EFA) Global Monitoring report, titled 'Reaching the Marginalized' aimed to identify which children are being left behind and why, and argues that no children should be excluded from schooling. This week, the Council for Education in the Commonwealth is holding their Annual Conference on June 30th 2010, focusing on ‘Including People with Disabilities: Celebrating Commonwealth Experiences'. Its programme will include case studies of good practice from Commonwealth countries, pointers for policy development and teacher training, the impact and potential of IT and current initiatives in research.

New insights examines multiple dimensions of exclusion

Guest edited by Dr. Frances Hunt from the Institute of Education, this issue of insights, entitled ‘Making Education Inclusive for All', features a range of articles showing some of the complexities of inclusion across a range of international, national and local contexts. The articles highlight a range of exclusions and actions needed to improve inclusive practices in these particular contexts. While each article provides a unique perspective on a particular situation, there are common threads. There is a demand for good quality, relevant education and communities are eager for (all) their children to learn.

Image credit: D. Telemans / Panos

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