Dr Manju Antil (Counselling Psychologist and Psychotherapist)

Despite 25 years of international debate, there is still no consensus on inclusive education (Ainscow 2020). Internationally, it is increasingly recognized as a principle of supporting and embracing the diversity of all learners (UNESCO 2017). This view postulates that the goal is to eliminate social exclusion arising from discriminatory attitudes related to race, social class, ethnicity, religion, gender, and ability. It stems from the belief that it is a basic human right and the foundation of a more just society. The recent focus on equity by the Education 2030 Framework for Action (UNESCO 2015) implies a concern about equity. The Guide to Ensuring Inclusion and Education Equity, which I co-authored with an international team of experts, summarizes this:

All learners count equally (UNESCO 2017). These articles show that there are many causes of inequality in education related to political, economic, social, cultural and institutional factors and that these factors vary within and between countries. This means that while there are undoubtedly lessons to be learned from all reports, they must be carefully interpreted and replicated. To give a concrete example, Fullan (2007) points out that Finland does not have a national testing system, but this does not mean that no testing is always a good thing. I'm claiming

Terms like “equity” and “inclusion” can be confusing because they mean different things to different people. This is especially problematic when trying to differentiate yourself from others. Especially in schools where everyone is busy. Simply put, without a shared understanding of where to go, it becomes more difficult to move forward. Therefore, we need to agree on definitions of these concepts.

In establishing a definition for strategic purposes, our earlier research (Ainscow et al. 2006) led us to suggest that inclusion in education should be:

Seen as a process. Inclusion must be seen as a never-ending quest to find better ways to accommodate diversity. It's about learning how to live with and learn from differences. Thus, differences between children and adults are more positively perceived as stimuli to facilitate learning.

Concerned with the identification and removal of barriers. It involves collecting, collating, and evaluating information from a wide variety of sources within particular contexts, in order to plan for improvements in policy and practice. It is also about using evidence of various kinds to stimulate creativity and problem-solving. 

Focused on improving the presence, participation, and achievement of all students. Here, presence is concerned with where children are educated, and with how reliably and punctually they attend; participation relates to the quality of their experiences whilst they are there and thus must incorporate the views of the learners themselves; and achievement is about the outcomes of learning across the curriculum, not merely test or examination results. 

Involve a particular emphasis on those groups of learners who may be at risk of marginalisation, exclusion, or underachievement. This indicates the moral responsibility to ensure that those groups that are statistically most at risk are carefully monitored, and that, where necessary, steps are taken to ensure their presence, participation, and achievement within the education system. At the same time, there is a need to keep an eye out for learners who may be overlooked.