The principle of basic education as a human right has been accepted internationally. However, the experience in many developing countries shows that a large number of children are not able to complete minimum number of school years. They face variety of barriers before coming to school and even within the school. Does ‘inclusive education’ offer a solution? The paper has attempted a response by analyzing the origin, concept and practices of inclusive education, as also the nature of barriers children, particularly those at risk and from the disadvantaged sections have to confront when they want to access school education (Banks, Banks, 1989).
The inclusive education movement has often been viewed as a separate initiative running parallel or even counters to other curricular and instructional reform efforts. We take a holistic rather than separatist viewpoint and propose that the innovative changes occurring in general education are the same kinds of changes required for effective inclusion.
A number of established and emerging general education practices emulate the principles of inclusive education. When these practices are used, educators may be better equipped to facilitate meaningful and effective inclusive education for students perceived as disabled, at risk, or gifted, as well as those considered "average." Among the initiatives that have great promise for building inclusive schools are outcome-based education, multicultural education, multiple intelligence theory, constructivist learning, interdisciplinary curriculum, community-referenced instruction, authentic assessment of student performance, multi-age grouping, use of technology in the classroom, peer-mediated instruction, teaching responsibility and peacemaking, and collaborative teaming among adults and students. The remainder of this chapter examines each practice in the light of inclusive education (Ainscow, 1999).
Within the overall movement to ‘inclusive schools’, different approaches and goals have been adopted, making an overall evaluation of all strategies problematic. Localized developments may also not be applicable or replicable at.....
