Since 1948, the right to education for all has been embedded in international law with the implementation of the Universal Declaration of Human Rights. In September, 2000, the UN member states developed and signed the Millennium Declaration along with the Millenium Development Goals (MDGs); the second out of the eight goals stated that worldwide, countries should be able to achieve universal primary education. In June, 2012, at the Rio+20 Conference, the UN developed a new set of goals known as the Sustainable Development Goals (SDGs) to support countries achieve global development in set areas beyond 2015. The SDG 4 states that: All countries are to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

This year’s theme for Autism Awareness and Acceptance Month, carved out of SDG 4, was and still is: “Inclusive Quality Education for All.” 

So how do we achieve this goal? 

According to the International Disability Alliance (IDA), “an inclusive education system is the ONLY way to achieve SDG 4 for ALL children- including children and youth with disabilities- whoever and wherever they are.”

What then does “inclusive quality education” mean?

In one of their publications, Plan-International defines inclusive quality education as the education process/ system that encompasses all children, regardless of their physical, intellectual, economic, social, emotional, and linguistic abilities, learning and participating equally and effectively, in safety and free from bias.

Futurelearn and Open Society Foundations also define inclusive education simply as a teaching model that involves and includes different and diverse students, regardless of their ability, learning side by side in the same classroom/ environment.

Why is Inclusion/Inclusive Education important?

According to researchers, inclusive education is necessary to

1.  Ensure that all students are treated fairly and have equal opportunities.

2. Celebrate, without discrimination, student diversity and uniqueness.

3. Provide intentional, sufficient and supported interactions between students with and without disabilities.

4. Help change the discriminatory attitude of people towards children, youth and adults with learning disabilities.

5. Help improve students’ socialisation and communication skills.

In other words, these are some of the benefits of quality inclusive education and inclusive quality education. Think on these.

We will look at the principles and types of inclusion soon.