Inclusive Education – A Prescript to Engagement by all Stakeholders

Abstract

Abstract Inclusive education forms a crucial part of social cohesion that underpins fairness in any society, which means equal opportunities for all. Many countries have embraced this concept as the general view is that society will undergo a positive paradigm shift if education is all encompassing since education is a microcosm of society. However, the main question that should be addressed is to what extent is education inclusive? Does it cater for diverse student population, for example, the disabled (physically and mentally), students with mild, moderate and serious learning disabilities, different genders, ethnic groups, religious affiliations, classes, etc. A mixed research methodology can determine the core roles of the different stakeholders that underpin fundamental concepts of full inclusivity. Inclusive education can be realised if different stakeholders who are directly affected are taken on board. These would be students as the focal point, as well as teachers, schools, institutions where teachers are trained, curriculum developers and the government. Students’ academic needs as well as their personal growth and development must be the prescript that informs the curriculum, and this must be embedded in all education policies and practices. Students’ engagement and motivation form the bedrock of inclusive education as the support of the other stakeholders culminates in this. Lack of a strong academic background and the student’s home language are some of the strategies used to deny enrolment to certain students. In essence, revising current practices with a view to updating policies and the curriculum to align them with students’ educational needs will increase students’ engagement and will therefore lead to full integration and success. Key words: Inclusive education, education policies, curriculum, learning disabilities, education reform