Moving from a special education model to an inclusive education model

Abstract

In many countries, education systems are moving from a special education model to an inclusive model to support all students, as evidenced in government policy and international conventions. However, many people in education organisations do not understand the difference between these models and lack the knowledge and skills to support the development of inclusive culture, policy, and practice in schools. The underlying paradigm and understanding of disability commonly called the ‘medical model’ has informed special education for years and informs beliefs about how difference in schools is viewed. Disabilities such as autism are commonly viewed through the medical model and ‘treatment’ is about repair, cure, and correction rather than support and respect for difference. An inclusive approach draws on the social model of disability, with all school community members valued and respected. Teaching is learner-focused with a flexible curriculum and pedagogy to meet students’ needs. Teachers receive support from specialist teachers and allied health professionals to provide successful learning opportunities and outcomes for all children. This chapter focuses on developing a deep understanding of the difference between special education and inclusive education and presents strategies to support education systems and schools to move to inclusive culture, policy, and practice.