Inclusion and education


INCLUSION IN EDUCATION IS NOT JUST A



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INCLUSION IN EDUCATION IS NOT JUST A 
RESULT, IT IS A PROCESS
Low rates of entry, progression and learning are just the 
final, most visible outcomes of socio-economic processes 
that marginalize, disappoint and alienate children, youth 
and adults. A ‘toxic mix of poverty and discrimination’ 
results in them being ‘excluded because of who they are’ 
(Save the Children, 2017, p. 1). Powerful social, political and 
economic mechanisms related to the distribution
and use of opportunities, especially early in life, have 
major, lasting effects on inclusion in education.
Education system mechanisms that play out daily in 
classrooms, schoolyards, parent–teacher meetings, 
community gatherings, local government coordination 
structures and ministerial councils also have an impact.
17
C E N T R A L A N D E A S T E R N E U R O P E , C A U C A S U S A N D C E N T R A L A S I A


An ‘inclusive and equitable’ education is at the core of the 
SDG 4 ambition. Defining equitable education requires 
distinguishing between equality and equity, two terms 
that are occasionally misunderstood. In a cartoon that 
has appeared in various versions, a panel labelled ‘equality’ 
shows children of varying heights standing on identical 
boxes trying to write on a blackboard, the shortest ones 
struggling. In the ‘equity’ panel, they stand on boxes 
of different sizes and all are able to write comfortably. 
However, this representation is misleading (
Figure 1.1
).
In fact, equality is present in both panels: equality of 
inputs in the first, equality of outcomes in the second. 
Equality is a state of affairs (what): a result that can be 
observed in inputs, outputs or outcomes, for example 
achieving gender equality. Equity is a process (how): 
actions aimed at ensuring equality.
Inclusion is more difficult to define. As used in this report, 
it mirrors equity. It is a process: actions and practices that 
embrace diversity and build a sense of belonging, rooted 
in the belief that every person has value and potential 
and should be respected. Yet inclusion is also a state of 
affairs, a result, with a multifaceted nature that makes it 
difficult to pin down.
While SDG 4 envisions inclusive education as 
encompassing all children, youth and adults, such 
education has historically been associated with, and often 
conceptualized as, education for children with disabilities. 
The struggle of people with disabilities has therefore 
shaped the understanding of inclusion.
The experiences of people with disabilities have
helped shape perspectives on inclusion
Education was recognized as a human right in 1948.
In 1960, the UNESCO Convention against Discrimination 
in Education specified what governments must do to 
prevent ‘nullifying or impairing equality of treatment 
in education’ (Article 1). It focused on ensuring that 
all learners enjoyed equal access to, and quality of, 
education with respect to human dignity but did not 
include disability among characteristics that could 
lead to ‘distinction, exclusion, limitation or preference’ 
in education. In 1994, the Declaration of the World 
Conference on Special Needs in Salamanca, Spain, 
made a strong and clear case for inclusive education. 
The 2006 UN Convention on the Rights of Persons 
with Disabilities (CRPD) guaranteed the right to 
inclusive education. Article 24, aiming to realize the 
right to education of people with disabilities ‘without 
discrimination and on the basis of equal opportunity’, 
committed countries to ‘ensure an inclusive education 
system at all levels and lifelong learning’.
The article’s first paragraph captured its spirit: Inclusive 
education would ensure the development of the ‘sense
of dignity and self-worth’ of people with disabilities and 
of ‘their personality, talents and creativity, as well as their 
mental and physical abilities to their fullest potential’ to 
enable them to ‘participate effectively in a free society’. 
The second paragraph contained the key means of 
fulfilling the right, including access to education ‘on an 
equal basis with others in the communities in which they 
live’ and ‘support required, within the general education 
system’ (United Nations, 2006).
Although absent in earlier drafts, the commitment to 
inclusion in school placement not only broke with the 
historical tendency to exclude children with disabilities 
from education altogether or to segregate them in special 
schools, but also distinguished inclusion from integration. 
Ensuring access to mainstream schools but placing 
children with disabilities in separate classes for much of 
the time, not providing them with needed support or 
expecting them to adapt to available services is at odds 
with the goal of inclusion, which involves changes in 
school support and ethos (de Beco, 2018). This approach 
reflected radical changes in perception of disability over 
the last 50 years that led to the social model of disability, 
which the CRPD takes as its foundation (
Box 1.1
).

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