Abstract
The purpose of this review article is to assess the best practices in inclusive education and how the transition has been affected in the developed regions (Australia, Canada, and U. K) and developing countries (India, Sri Lanka). This is done with a view to understand the nature and processes of Inclusion adopted by Pakistan for making its educational system more inclusive. A four-pillar framework is used to analyze the best practices of inclusive education. The research is based on secondary sources such as publications, articles, and reports. The findings of the research suggest that best practices of inclusive education are the development of educational policies, acceptance of change by key players, collaboration among them, training of teachers and changes in the curriculum. Keywords: Inclusive education;Four-Pillar Framework; Development of Educational Policies; Acceptance of change; Training of teachers. DOI : 10.7176/JEP/10-1-11
Highlights
Around the world, over half a billion individuals are disabled because of various physical, mental or sensory impairments
The first section elucidates on inclusive education framework and best practices of inclusive education retrieved from relevant literature
The second section discusses the situation of inclusive education in developed regions, whereas the third section sheds light on the adoption of inclusive education in developing countries
Summary
Over half a billion individuals are disabled because of various physical, mental or sensory impairments. People with disabilities encountered physical and social barriers which restricted them to access quality education. These individuals had limited opportunities to contribute to the development of nations. The field of special education has offered an opportunity toexplore various ways of responding to the educational needs of individuals with disabilities and those who experience difficulties in learning. The special education system was introduced to offer a segregated learning environment for disabled children. The segregated system made the disabled children more vulnerable to discrimination, exclusion, and marginalization The segregated system made the disabled children more vulnerable to discrimination, exclusion, and marginalization (UNESCO, 2005, p. 12)
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