ABSTRACT
In educational settings, inclusive education means that all students, regardless of who they are, are eligible and welcome to attend age appropriate, regular classes and given appropriate and adequate support to learn and participate in all aspects of school life. This chapter presents some of the core dimensions of teaching and learning and administrative practice that emulate inclusivity. Notwithstanding the importance of teacher attitude, knowledge and skill, the systems in which teachers work will impact their teaching and learning practises and beliefs. The effectiveness of inclusive education is a question that teachers, parents, researches and policy makers have asked for many years. Based on social justice principles that advocate for equal access to all educational opportunities for all students, inclusion is regarded as a universal need and human right. In schools, there is a more heterogeneous group of students than ever before, in regard to race and ethnicity, social class, gender, sexual orientation and physical disability.
