Synthesis Literature on Inclusive Education

Synthesis Literature on Inclusive Education

Conceptualizing equality in education and academic success is a fundamental element to enhance inclusivity in the education sector. Also, quality education is closely linked to future prosperity, economic, and social opportunities, which makes it a fundamental right in the world’s democratic societies. However, this right has been prone to violations as most of the disabled students face discrimination, especially in matters concerning school completions, educational achievement, and employment opportunities. In many nations, disability has also been identified to be closely linked with high levels of multidimensional poverty.

An example is where learners with disabilities reach educational levels, which are not adequate to help them secure significant employment. One major challenge that many countries are experiencing is ensuring safe, inclusive, and productive learning environments for disabled students in the future. The study by Macaulay et al. (2016), aims at identifying the factors that affect educational inclusion for learners with disabilities in Australia. On the other hand, the study by Poed et al. (2017) aims at identifying and analyzing the enrollment and attendance of disabled students in Australia,  including any setbacks that these learners experience in their attempt to seek education.

Hindrances to Educational Inclusivity

The study by Macaulay et al. (2016), identifies economic capital, cultural issues, and education utility are the key hindrances to achieving genuine educational inclusion for learners with disabilities as they result in a lack of continuity in the education field. According Macaulay et al., (2016), “the culture of a school will reinforce itself via influential agents whose habitus and capital are powerful in the structural organization of the school.” The strong relationships in social structures can determine either inclusion or exclusion experiences by defining the boundaries between them. The habitus of the local community, class teachers, and school leaders has a strong influence on a school’s inclusion culture.

Secondly, ownership of economic capital and the family capacity to stand the costs associated with accessing and attaining education may vary significantly, showcasing inequities in promoting inclusivity. High levels of economic capital enhance cultural capital (familiarity of educational structures) and better educational opportunities for the disabled learners. Economic capital gives parents the power to seek better environments such as gift and talent schools for their children (Reay, 2010). Under the third element, education utility; failure to consider the educational outcomes for the disabled learners makes it hard for them to access employment opportunities in the society. In promoting educational inclusivity, there should be clarity of outcomes to ensure that learners have professional goals through which they can access employment opportunities and compete with others (Forlin et al., 2013).

The study by Poed et al. (2017) identifies culture as one of the restrictive element in ensuring inclusion in schools. Creating a positive culture requires a lot of input and excellent communication from different stakeholders, including the local community, class teachers, school leaders, and students themselves. The study also indicates that disability standards are not enforced in many learning institutions to promote inclusivity.

Additionally, many institutions lack social connection and understanding between the disabled students and their educators to eliminate rejection. According to Hehir et al., (2016), many families are made to believe that their disabled children can perform better when segregated and cannot keep up with others. However, research evidence indicates that inclusive education can promote better academic and social performance for the disabled learners.

Similarities

The two studies complement each other in that they both identify hindrances of educational inclusion in Australia. Both the studies indicate the high levels of inequality, especially concerning the inclusion of disabled students, an element that results in severe and long-lasting problems for the learners themselves, the society, and their families.  The studies stress the need to build inclusivity in learning institutions as this aspect contributes to better academic performance for disabled students compared to those that are segregated.

Additionally, both studies highlight the need to enhance education utility, where all students, regardless of their conditions, are given equal opportunities to access employment.  Other than disabled students trying to fit in the system, the system should be developed in an adaptive manner to ensure all the learners fit in. Building an all-inclusive system ensures there are no restrictive practices that may hinder academic performance for the disabled students.

Difference

Economic capital, cultural issues, and education utility are some of the critical variables that hinder educational inclusivity and which are yonder the control of the learners and their families (Macaulay et al., 2016). On the other end, the study by Poed et al. (2017) identifies some key variables hindering inclusivity but which can be controlled by the parents, students, and school staff.

Conclusion

The disabled students should be able to enroll and contribute to education on equal measures as their peers. Compliance with disability Principles calls for schools to guarantee that admission processes and education practices do not victimize disabled students. Parents and students should also be consulted and supported (financially) as part of these practices to create an enabling environment where every student has a sense of belonging. In ensuring education inclusivity for the disabled learners, the concerned organizations should establish and expand learning opportunities to ensure that these individuals feel valued in the community.

References

Forlin, C. I., Chambers, D. J., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Australian Research Alliance for Children and Youth (ARACY). https://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. http://alana.org.br/wpcontent/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf

Macauley, L., Deppeler, J., & Agbenyega, J. (2016). Access to quality education for students with disabilities. Journal of Social Inclusion. 7 (2), 3-17.

Poed, S., Cologon, K., & Jackson, R. (2006). Gatekeeping and restrictive practices with students with disability: Results of an Australian survey. Education, 24, 2b.

Reay, D. (2010). Education and cultural capital: The implications of changing trends in education policies. Cultural trends, 13(2), 73-86. https://doi.org/10.1080/0954896042000267161