ABSTRACT
Inclusion has been described as provision for all students including those with disabilities, giving ‘equitable opportunities to receive effective educational services’. This would be in ‘age-appropriate classes in neighbourhood school’ and would include as necessary, ‘supplemental aids and support services’ (National Center on Inclusive Education and Restructuring, 1995, p. 6). Antia et al. (2002) describe inclusion as involving a student with a disability belonging to, and having full membership of, a regular classroom, in an ordinary school in the local community. Full inclusion implies that all children are educated together in the same mainstream classrooms, following the same curriculum at the same point in time, and experiencing pedagogy essentially the same as other children (see Chapter 9).
