The History and Evolution of Inclusive Education

Introduction

Inclusive education previously known as collaborative team teaching is evidence of a conscious society that accommodates children’s educational needs regardless of their learning abilities or disabilities. Additionally, it is proof of a community that demands social justice and equal treatment for all. Notably, inclusive education was not always the case and it took investment from specific leaders and the education community in different capacities. Therefore, it is crucial to look at what it actually means; the history of inclusive education, the role of leaders such as John F. Kennedy is facilitating inclusive education, the laws that protect this approach to disability and the cons or drawbacks of inclusive education.

Definition of Inclusive Education

Inclusive education is a term for a learning environment that supports academic and professional growth for all students regardless of their race, class, disability, sexual preference, learning style, and language ( Carrington, S. (2017) . Often, this definition is narrowed down to an education system that allows people with disabilities to learn together with others who do not have special needs. This equal opportunity idea came from the idea of social justice where all people are treated equally without discrimination. As a whole, inclusive education permits students from different backgrounds and facing various challenges can learn from each other.

Inclusive education is dependent on the level of support from the neighborhood and the school administration. The environment where disabled and non-disable children co-exist is extremely delicate (Carrington, S. (2017). Children learn how to treat each other by watching their parents, teachers and community members. Therefore, these persons must use their capacity to uplift all children instead of discriminating or belittling those with special needs. Notably, the intent to eliminate such prejudices in society was the idea behind inclusive education in a society that previously stigmatized people with special needs due to ignorance and misconceptions that spread around the community.

The Origin of Inclusive Education

Inclusive education is dated back to the 1950s when a group of parents with special needs children united to start non-profit societies that offered educational opportunities for the disabled. Some of their efforts included classes for their children in church basements. Additionally, this era saw the establishment of foundations for inclusive education. For instance, the University of British Colombia set up ‘special education’ teacher training ( O'Hanlon, 2017) . Additionally, school boards were allowed to adjust their curriculum in a way that supported students with such unique needs. This approach allowed teachers room for innovation in teaching their classes and supporting equal opportunity learning for all their pupils. 

John F. Kennedy and His Contribution to Inclusive Education

Notably, the greatest impact or foundation for inclusive education is witnessed in President John F. Kennedy’s era. He was personally motivated by his sister’s struggles to receive a proper education despite her intellectual disabilities. Thus, he made a deliberate effort during his tenure to set up education systems that allowed all students to learn in a safe and supportive environment. His efforts towards inclusive education took different steps. They include:

• Consulting a panel of experts for ways to improve education for the disabled

Prior to his inauguration JFK consulted a panel of special needs experts to understand how the government could play a role in improving the lives of those with special needs ( Ware, 2018) . Proper and all-inclusive education was among their suggestions and thus the president set up channels to support this proposal.

• Providing the necessary finances for schools to adjust the curriculums

Additionally, JFK provided funding to government and private institutions that facilitated inclusive education. For instance, he founded The National Institute of Child Health and Human Development that monitored and supported public schools in their transition to inclusive education. Also, he worked with institutions such as the Very Special Arts and Best Buddies that trained teachers for special needs students.

• Creating legislation that favored proper education for children with disabilities

President John F. Kennedy also made constitutional legislation that favored inclusive education. Notably, he signed the Maternal and Child Health and Mental Retardation Planning Amendment to the Social Security Act that supported equal treatment and education for students with special needs (Hernandez, 2004).

Prior to JFK, there was a lot of stigmas attached to persons with disabilities. Many families with a disabled child did not want to talk about it and thus they hid their children from society. Often, instead of receiving schooling, persons with special needs were taken to facilities where they received care without education. These facilities took them away from their families, friends, and community for a majority of their lives ( Hernandez, 2004) . However, with the support of JFK and other foundations, people with special need were no longer ignored. Their communities took more interest in their abilities and supported their quest for education. Currently, the biggest testament to these efforts is inclusive education and the opportunities it has allowed for persons with special needs.

Laws for Inclusive Education

As suggested, the constitution supports inclusive education in different acts and legislation. They include:

• The UN Convention on the Rights of the Child (1989)

This is an anti-discriminatory act outlines education as a right for all children regardless of class, race, religion or disability. Consequently, all the countries under the United Nations must honor equal education for children with or without disabilities. The United Nations has honored this by giving grants and providing professionals to help countries around the world in establishing programs that support learning for those with special needs in a supportive community. Evidently, it has allowed many opportunities for people who were previously disadvantaged in education and society as a whole.

• The Individuals with Disabilities Education Improvement Act (IDEA) 

The Individuals with Disabilities Education Improvement Act (IDEA) is one of the legislation in support of inclusive education. It works to ensure ‘that all students with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living’ (2004). The IDEA act ensures that students with disabilities have access to Free Appropriate Public Education (FAPE). Ultimately, this act is designed to provide children with disabilities equal and accommodative learning opportunity similar to those of their colleagues without disabilities.

The IDEA act can be summarized in four different parts. The first parts cover the general provision of the law, the second expounds on assistance for educating children with disabilities, the third section speaks on infants and toddlers with disabilities and the fourth addresses the national support program maintained by the federal government. Notably, the important elements of the IDEA Act include Individualized Education Program (IEP); Free and Appropriate Public Education (FAPE); Least Restrictive Environment (LRE); Appropriate Evaluation; Parent and Teacher Participation; and Procedural Safeguards. Evidently, JFK had a foresighted approach to such legislation such that the IDEA Act has remained relevant and unaltered since his tenure.

The American’s with Disability Act (ADA)

The American’s with Disability Act was established as a law in the late 20th century. Its main stipulation is prohibiting discrimination against people with disabilities in all life sectors including public life, transportation, and most importantly schools ( Americans With Disabilities Act,1990) . Basically, this law ensures that persons with disabilities have equal opportunities with the colleagues and peers. According to the ADA act, the disabled should have the right to explore all the services available regardless of their inhibitions. It is an attempt to eliminate the stigma around disabled people and create an environment that supports their growth and wellbeing as well.

The ADA act is divided into five titles including equal employment opportunities for individuals with disabilities, non-discrimination of people with disabilities at state and local government services, and non-discrimination on the basis of disability by public accommodations and in commercial facilities. These stipulations are proof that inclusive education is the gateway to a professional life that does not discriminate. This approach to education prepares disabled people for the demands of the work environment. Also, it prepares generations of people to be comfortable and accommodating towards these individuals with special needs.

Inclusion in the Classroom Today

Inclusive education has been an evolutionary process since the 1950s to its current state today. Despite the challenges, educators currently work together to provide quality education for special needs students and the general population. For instance, in such classroom one can find teachers who head and educate the students, paraprofessionals who give Individualized Education Plans (IEPs) and monitor the progress of children under their care, general students and special needs students.

Since 1990, the inclusive education approach guarantees that all public classrooms take measures that make the classroom more accommodating for general and special needs students. For instance, teachers switch up the sitting plan so that students can interact all year round, group work and assignments are encouraged to ensure students mingle, and teachers consciously communicate their expectations for socially inclusive behavior from their students as well ( Berkeley, Marshak, Mastropieri, & Scruggs, (2011) . Furthermore, they find opportunities where general and disabled students can highlight their strengths such that their peers can appreciate their abilities. These practices have paid off over the last decade and allowed children to exhaust their potential. 

Notably the teachers and paraprofessionals create lesson plans together in order to accommodate disability barriers and educational progress for all students. Additionally, special needs students with Individualized Education Plans (IEPs) show great potential in the least restrictive environments (LREs). Such a collaborative team effort has sustained many persons with disabilities and helped them thrive in school as well as the professional environment.

Cons and Drawbacks of Inclusive Education

One challenge of inclusive education is lack of adequate care for individuals with special needs. Notably, special needs persons have more requirements in the learning environment and educators have to find a balance in their teaching that accommodates the special needs. Unfortunately, in many public schools teachers have large classes and are unable to the needed attention ( Armstrong, Armstrong, & Barton, 2016) . Consequently, students with special needs fall behind in class and are forced to remain behind or proceed to higher grades with very poor grades. Ultimately, this negates the purpose of inclusive education which is to provide quality education for all children.

Another con of inclusive education is that it is often expensive for all parties. Government-funded institutions are at an advantage but they also struggle to purchase and maintain an all-inclusive education plan. This con is mainly because there are facilities required to assist those with special needs such as ramps, or lifts. Additionally, teachers and counselors that are trained in managing all pupils are required and their services are not cheap ( Zakaria, & Tahar, 2017) . For this reason, institutions rely on donations or grants to a great extent. In other cases, teachers volunteer extra time with no pay to see their pupils get ahead.

Notably, there are social aspects that may leave children with disabilities scarred for life. This especially occurs in situations of bullying from their peers without disabilities. As much as teachers create awareness and monitor the students, children with special needs have a hard time because they do not fit in or they are constantly emotionally or physically abused. Sadly, this negative situation may affect their progress in class and limit their interest in school. Parents have actually pulled their children out of school as a rescue from the emotional trauma.

Conclusion

In conclusion, inclusive education has significantly grown in the last decade. Even with the challenges, this approach has allowed persons with disabilities to integrate into their community. Similarly, families and friends of special needs persons have found a way to support these individuals through their journey. The stigma around disabilities has faded as more people have a chance to showcase their talents and skills in competitive schools and work environment. Clearly, the foundation set by predecessors such as President Kennedy remains crucial and impactful today. It is the current generation’s responsibility to sustain efforts that benefit individuals with special needs.

References

Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes:  Remedial and Special Education .

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 328 (1990).

Armstrong, F., Armstrong, D., & Barton, L. (2016).  Inclusive education: Policy, contexts and comparative perspectives : Routledge.

Carrington, S. (2017). Inclusive Education. In  Inclusive Education  (pp. 233-248). SensePublishers, Rotterdam.

Hernandez, K. Individuals with Disabilities Education Improvement Act.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

O'Hanlon, C. (2017).  Inclusive education in Europe . Routledge.

Ware, L. (2018). The aftermath of the articulate debate: the invention of inclusive education. In  Towards inclusive schools? (pp. 127-146). Routledge.

Zakaria, N. A., & Tahar, M. M. (2017). The Effects of Inclusive Education on the Self-Concept Of Students with Special Educational Needs.  Journal of ICSAR ,  1 (1), 25-31.