Inclusion and Special Education

Abstract

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

Barriers to inclusion: insights of special and general educators from the US and St. Lucia

“…Inclusive education is key to the development of civic democracy; however, the manner in which inclusion is being implemented leaves room for improvement and development (Francisco et al., 2020). Therefore, educators should be empowered to transform the learning environment so as to minimise the barriers to inclusion (Stepaniuk, 2019).…”

“…However, the establishment of legal mandates and policies on inclusion may guarantee students' rights but does curb the challenges teachers encounter in using inclusive practices (Francisco, Hartman and Wang, 2020;Sharma, Loreman and Simi, 2017;Stepaniuk, 2019;Tanyi, 2016). Francisco et al (2020) explained that using inclusion practices is an incremental and multi-layered process that cannot be changed solely by legislation and policies. In the United States, educators have identified systemic issues such as limited family involvement and difficulty with collaboration between general and special education teachers as hindrances to inclusion (Birdwell et al, 2016;Brock, 2018;Morgan, 2015).…”

“…In a developing country like St. Lucia, the legislative push for inclusive practices began recently with the St. Lucia Education Act (1999) guaranteeing that students will be educated in the least restrictive environment, and by signing Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD, 2006) on 22 September 2011 (United Nations, n.d.). However, the establishment of legal mandates and policies on inclusion may guarantee students' rights but does curb the challenges teachers encounter in using inclusive practices (Francisco, Hartman and Wang, 2020;Sharma, Loreman and Simi, 2017;Stepaniuk, 2019;Tanyi, 2016). Francisco et al (2020) explained that using inclusion practices is an incremental and multi-layered process that cannot be changed solely by legislation and policies.…”

“…Francisco et al. (2020) explained that using inclusion practices is an incremental and multi‐layered process that cannot be changed solely by legislation and policies. In the United States, educators have identified systemic issues such as limited family involvement and difficulty with collaboration between general and special education teachers as hindrances to inclusion (Birdwell et al., 2016; Brock, 2018; Morgan, 2015).…”

Robotics and inclusion of students with disabilities in special education

“…At this time, a plethora of research that supports the establishment of inclusive education and the factors that affect its implementation is available (Rodriguez & Garro-Gil, 2015;Francisco et al, 2020). Some of these factors are the design and the employment of individualized intervention programs, the absence of most types of restrictions in the child's environment, and the access to the general curriculum (Francisco et al, 2020).…”