ABSTRACT
The development of inclusive education affects everyone and involves everyone. The emergence of disability studies challenges and resists the medical model and segregation, as well as examines the perpetuation of these paradigms in the media, our culture, and schools. Each individual child is the responsibility of the school and has a right to attend and feel as though they belong. In turn, developing practices that are responsive to the anticipated diversity of learners mitigates the need to separate children from one another. Scholars in the fields of disability studies and disability studies in education firmly acknowledge that schools and teachers do not, alone, shoulder all of the responsibility in working toward societal and school integration. Inclusive education is a project and a way of approaching teaching, learning, and development of schools. It is not a destination, but a struggle to be wide-awake in our thought and action.
