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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education? What does it mean?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose — for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It’s also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher , as well as all other staff and faculty who are key stakeholders — and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more . Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD ), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent’s feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD . On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we’ve seen the research highlights on outcomes, let’s take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD .

However, similar to parents, teachers with more experience — and, in the case of teachers, more training with inclusive education — were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD ; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

Ensure access to academic curricular content

All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time. For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

Apply universal design for learning

These are methods that are varied and that support many learners’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let’s put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school’s decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she’s ready for the challenge and looking forward to seeing the many benefits she’s been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, “You and I are going to have a great year!”

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown’s school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, “How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?” and “How has your child’s placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you.” and “What additional information would you like to have about inclusion and your child’s class?” She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district’s team to train other regular education teachers about inclusive education and classrooms.

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it’s a win-win!

Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.

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Q&A: How inclusion in education has evolved

What is the Salamanca Statement on Inclusion in Education?

The  Salamanca Statement on Inclusion in Education was adopted at the joint UNESCO and Ministry of Education of Spain World Conference on Special Needs Education held in Salamanca, Spain, in 1994. The Statement and its accompanying framework for action represent a worldwide consensus on future directions for the education of children with special needs. It is considered as having provided the impetus for inclusive education worldwide. 

The Salamanca Statement emphasized the principle of inclusive education, which advocates for the education of all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, in schools. It called on governments to adopt inclusive policies and stressed the importance of adapting teaching methods, curricula and environments to accommodate the needs of all students. It highlighted the need for adequate training and support for teachers to enable them to address the diverse needs of students effectively and emphasized the importance of collaboration among governments, non-governmental organizations, communities and families to promote inclusive education.

What has happened since the adoption of this Statement?

Since the Salamanca Statement, efforts for inclusive education have continued. The Sustainable Development Goals adopted in 2015 and specifically Goal 4 recognizes the urgent need to provide equitable and inclusive quality education for all learners from the early years through compulsory schooling, technical and vocational education and training, higher education and lifelong learning. It calls on governments to step up efforts to achieve inclusion in education with special emphasis on the role of civil society and the involvement of marginalized groups. It was further highlighted at the United Nations  Transforming Education Summit (TES) in 2022, which recalled the baseline of the Sustainable Development Goal – leave no one behind.

Many countries have enacted laws and policies to promote inclusive education. Of the 133 national commitments to transform education made by countries at the TES, 87% recognized the importance of ensuring more inclusive education systems that cater for the needs of the most vulnerable learners and communities. 

Despite progress since the Salamanca Statement, deep disparities remain. Millions of children and youth are still denied their right to education . Over 7 million refugee children are not enrolled in school. Poverty, geographical location, gender, language, disability, ethnicity, migration or displacement status continue to dictate and limit education opportunities. 

There has been a gradual shift in attitudes towards inclusion in education. More stakeholders, including educators, policymakers, parents and communities are recognizing the value of inclusive education in promoting diversity, equity and social cohesion.  Data shows that when children have at least one sensory difficulty, they are less likely to complete primary school than children who have no sensory difficulties. 

What are the positive trends to ensure inclusion in education?

There is growing emphasis on providing teachers with training and professional development opportunities to effectively support inclusive practices in the classroom. Educators are learning strategies for differentiating instruction, fostering inclusive classroom environments and collaborating with special education professionals and support staff. However, around 40% of countries still do not provide teacher training on inclusion . 

The development and integration of assistive technologies have expanded opportunities for students with disabilities to access educational materials and participate in learning activities alongside their peers. Yet,  laws in 25% of countries make provisions for educating children with disabilities in separate settings, rising to over 40% in Asia and in Latin America and the Caribbean .

There is increasing recognition of the intersectionality of identities and experiences among students. Inclusive education efforts are evolving to address the unique needs and challenges faced by students who belong to multiple marginalized groups, such as students with disabilities who are also from minority ethnic or linguistic backgrounds.  In at least 20 countries, hardly any poor, rural young woman complete upper secondary school.

Overall, the evolution of inclusion in education since the Salamanca Statement and the adoption of the Sustainable Development Goals in 2015 reflect a growing commitment to creating equitable, diverse and inclusive learning environments where every learner matters, and matters equally. Barriers to inclusion include poor attitudes, inaccessible and unsafe learning environments, rigid curriculum, ineffective teacher training, lack of knowledge of the language of instruction, socio-economic barriers to education, and lack of political will and funding. 

How is UNESCO supporting inclusion in education?

UNESCO plays a significant role in promoting inclusive education around the world through various initiatives, programmes and advocacy efforts. UNESCO supports governments to adopt inclusive education frameworks, provides technical assistance and builds capacity among governments, education stakeholders and institutions to develop inclusive education systems. The Global Education Monitoring Report’s  SCOPE and VIEW databases track indicators related to access, participation, quality and equity in education, including the inclusion of marginalized and vulnerable populations.  

More work remains to be done. UNESCO calls on governments and partners to support inclusive education by:

• Targeting financial support to disadvantaged groups and eliminate direct and indirect schools fees in basic education; 
• providing programmes and avenues for re-entry into the education system, equivalency programmes, programmes for continuous learning and lifelong learning, both in formal and non-formal education systems; 
• forging a holistic approach to education from early childhood onwards to incorporate the concerns of marginalized and excluded groups in all levels of education and in all areas of education;
• developing capacities for policy-making and system management to support strategies towards inclusive quality education; and 
• undertaking research on inclusive policies and quality learning enhancement to build good practice based on the evidence of what works.

More information

• UNESCO inclusion in education  
• Celebrating inclusion in education: 30th Anniversary of Salamanca Statement
• Celebrating inclusion in education: Global Inclusive Schools' Forum  
• SDG4 mid-term progress review: progress since 2015 has been far too slow  
• 2020 GEM Report on inclusion in education : All means All
• Regional Report on inclusion in education: 2020 Latin America and the Caribbean report
• Regional Report on inclusion in education: 2021 Central and Eastern Europe, Caucasus and Central Asia
• PEER country profiles on inclusion in education
• Right from the start: build inclusive societies through inclusive early childhood education
• How committed? Unlocking financing for equity in education
• Inclusive teaching: preparing all teachers to teach all students
• Access the  SCOPE website  
• Explore the  VIEW website  

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Why inclusive education is important for all students

Truly transformative education must be inclusive. The education we need in the 21st century should enable people of all genders, abilities, ethnicities, socioeconomic backgrounds and ages to develop the knowledge, skills and attitudes required for resilient and caring communities. In light of pandemics, climate crises, armed conflict and all challenges we face right now, transformative education that realizes every individual’s potential as part of society is critical to our health, sustainability, peace and happiness. 

To achieve that vision, we need to take action at a systemic level. If we are to get to the heart of tackling inequity, we need change to our education systems as a whole, including formal, non-formal and informal education spaces .

I grew up in the UK in the 1990s under a piece of legislation called Section 28 . This law sought to “ prohibit the promotion of homosexuality ” and those behind it spoke a lot about the wellbeing of children. However, this law did an immense amount of harm, as bullying based on narrow stereotypes of what it meant to be a girl or a boy became commonplace and teachers were disempowered from intervening. Education materials lacked a diversity of gender representation for fear of censure, and as a result, children weren’t given opportunities to develop understanding or empathy for people of diverse genders and sexualities. 

I have since found resonance with the term non-binary to describe my gender, but as an adolescent, what my peers saw was a disabled girl who did not fit the boxes of what was considered acceptable. Because of Section 28, any teacher’s attempts to intervene in the bullying were ineffective and, lacking any representation of others like me, I struggled to envisage my own future. Section 28 was repealed in late 2003; however, change in practice was slow, and I dropped out of formal education months later, struggling with my mental health. 

For cisgender (somebody whose gender identity matches their gender assigned at birth) and heterosexual girls and boys, the lack of representation was limiting to their imaginations and created pressure to follow certain paths. For LGBTQ+ young people, Section 28 was systemic violence leading to psychological, emotional and physical harm. Nobody is able to really learn to thrive whilst being forced to learn to survive. Psychological, emotional and physical safety are essential components of transformative education. 

After dropping out of secondary school, I found non-formal and informal education spaces that gave me the safety I needed to recover and the different kind of learning I needed to thrive. Through Guiding and Scouting activities, I found structured ways to develop not only knowledge, but also important skills in teamwork, leadership, cross-cultural understanding, advocacy and more. Through volunteering, I met adults who became my possibility models and enabled me to imagine not just one future but multiple possibilities of growing up and being part of a community. 

While I found those things through non-formal and informal education spaces (and we need to ensure those forms of education are invested in), we also need to create a formal education system that gives everyone the opportunity to aspire and thrive. 

My work now, with the Kite Trust , has two strands. The first is a youth work programme giving LGBTQ+ youth spaces to develop the confidence, self-esteem and peer connections that are still often lacking elsewhere. The second strand works with schools (as well as other service providers) to help them create those spaces themselves. We deliver the Rainbow Flag Award which takes a whole-school approach to inclusion. The underlying principle is that, if you want to ensure LGBTQ+ students are not being harmed by bullying, it goes far beyond responding to incidents as they occur. We work with schools to ensure that teachers are skilled in this area, that there is representation in the curriculum, that pastoral support in available to young people, that the school has adequate policies in place to ensure inclusion, that the wider community around the school are involved, and that (most importantly) students are given a meaningful voice. 

This initiative takes the school as the system we are working to change and focuses on LGBTQ+ inclusion, but the principles are transferable to thinking about how we create intersectional, inclusive education spaces in any community or across society as a whole. Those working in the system need to be knowledgeable in inclusive practices, the materials used and content covered needs to represent diverse and intersectional experiences and care needs to be a central ethos. All of these are enabled by inclusive policy making, and inclusive policy making is facilitated by the involvement of the full range of stakeholders, especially students themselves. 

If our communities and societies are to thrive in the face of tremendous challenges, we need to use these principles to ensure our education systems are fully inclusive. 

Pip Gardner (pronouns: They/them) is Chief Executive of the Kite Trust, and is a queer and trans activist with a focus on youth empowerment. They are based in the UK and were a member of the Generation Equality Youth Task Force from 2019-21. 

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In an inclusive approach to education, all children can learn together, in the same classroom. In schools, disability is one of the main causes of exclusion. In addition, there are other obstacles to inclusive education, relating to social, material, and behavioural issues. Discover all of IIEP-UNESCO’s actions, activities, and resources to strengthen the capacity of countries to plan for inclusive education, which takes everyone’s needs into account.

While millions of children across the world do not have the opportunity to learn, people with sensory, physical, or learning disabilities are two and a half times more likely than their peers to never go to school. Making inclusive education a reality means reaching out to all learners, by eliminating all forms of discrimination. This challenge lies at the heart of the fourth United Nations’ Sustainable Development Goal (SDG4) and the Education 2030 Agenda. Nevertheless, inclusive education is a complex process. It depends not only on supportive policies but more broadly on the cultural transformation of educational systems.

Since 2018, IIEP-UNESCO has been working to strengthen States’ strategies for inclusive educational planning and management, through actions to raise awareness and promote political dialogue on these issues, as well as training and research.

Raising awareness of issues in disability-inclusive planning

More than one out of every seven people in the world has a disability , according to the World Health Organization. Among the tens of millions of children affected, many do not have the opportunity to go to school, especially in low-income countries. Faced with a lack of data and knowledge on the identity and individual needs of these children, many countries do not know how to ensure their inclusion in their national education system. Persistent stigmatization, the often inadequate adaptation of schools, and the lack of training of teachers and materials to encourage inclusive education make access to school and learning even more difficult.

source_iiep-unicef_report_on_the_road_to_inclusion.png

While the transition towards inclusion has begun in several countries, so-called ‘segregated’ educational systems continue to prevail globally, according to UNESCO’s Global Education Monitoring Report 2020 .

For the education of pupils with disabilities, national policies provide for a separate system in 25% of countries, an integrated system in 10 per cent of countries and an inclusive system in only 17% of countries. The remaining States apply a mixed system of segregated and integrated teaching.

Our round tables on inclusive education To help governments develop educational planning that is able to address the needs of all learners, IIEP organized two technical round tables , with the support and collaboration of the United Nations Children’s Fund ( UNICEF ). Representatives of 16 national ministries of education and disability organizations met to discuss the difficulties and progress in planning for fairer and more inclusive educational systems, particularly for children with disabilities.

• Round table ‘ Inclusion and disability in sectoral planning in education in Asia and Anglophone Africa ’, in Paris in 2018. Watch daily highlights .
• Round table ‘ Inclusion and disability in sectoral planning in education in Francophone Africa ’, in Paris in 2019

The conclusions and learning from these round tables led to a report, accessible online.

Read our report

Listen to Radio France Internationale’s report during the second round table

“Inclusive education can improve children’s success at school, strengthen their social and emotional development, encourage acceptance of others... and therefore also contribute to more inclusive societies. To take up this challenge, governments should engage in a process of holistic and systemic reflection, based on rigorous planning.”  Jennifer Pye, IIEP inclusive education specialist

Inclusive education: Our training courses

The conceptual framework for disability-inclusive education, developed by IIEP and UNICEF, contributed to and helped structure an online course focused on the Foundations for disability-inclusive education planning.

This nine-week course, intended for officials in ministries of education working on issues of fairness and inclusion, has been delivered three times since 2020, with each session adapted to a regional context (Southern and East Africa; Asia; Southeast Asia and the Pacific). Overall, IIEP has trained more than 400 ministry of education officials worldwide. Read a participant’s testimony

The impact of this online course on the professional practices of participants is the subject of an evaluation , based on the outcome harvesting method and the Kirkpatrick model.

Find out about IIEP’s training courses

Inclusive education and technology: Our research

Information and communication technology plays a major role in filling the learning gap between pupils with disabilities and those without. Open and distance teaching has long been considered a useful tool to provide access to courses and educational materials that might be out of reach of some pupils. With the pandemic, these distance learning systems have suddenly become essential to maintain an educational link with as many pupils as possible. Yet these tools are still too rarely inclusive or accessible.  IIEP conducts case studies on emerging practices in inclusive digital learning, in collaboration with the UNESCO Institute for Information Technologies in Education ( IITE-UNESCO ). In parallel, rapid assessments are conducted, in different national contexts, to measure the impact of COVID-19 on access to distance learning for pupils with disabilities. This work targets four countries:

• Colombia (case study in English , in Spanish ),
• Bangladesh ( case study ),
• The Republic of Mauritius ( case study | rapid assessment ),
• Rwanda ( rapid assessment ).

Webinars and reports:

• Webinar "Technology-enabled inclusive education: Emerging practices from COVID-19 for learners with disabilities" from Bangladesh, Mauritius, Rwanda (15 June 2021)

Webinar report

• Webinar "COVID 19, educación basada en la tecnología: Prácticas emergentes en el aprendizaje digital inclusivo para estudiantes con discapacidad" (in Spanish with Colombian sign language interpretation) (29 July 2021)

Webinar info note (in Spanish)

Webinar report (available soon)

This project follows directly from UNESCO’s action on disability inclusion through open and distance teaching, particularly during the pandemic. More broadly, it is part of a global programme of the United Nations Partnership On the Rights of Persons with Disabilities ( UNPRPD ).

Gender-sensitive and crisis-sensitive educational planning

Whether in terms of schools or learning, there are many obstacles to inclusive and fair education. These obstacles often mount up. Beyond the central question of disability, other forms of exclusion are therefore also taken into account in IIEP’s research, training, and technical support activities. 

• IIEP strives to integrate gender equality at the heart of strategies and practices in the education sector. In particular, the Institute is responsible for the technical leadership of the Gender at the Center (GCI) initiative, through its office in Dakar. Launched in 2019 during the G7 summit, GCI aims to reduce gender inequalities in the education systems of eight sub-Saharan African countries.
• Similarly, as many countries face conflicts, epidemics, or natural disasters that are likely to exclude children from education, a crisis-sensitive planning approach is integrated into technical support services.
• In Eswatini, inclusive education turns a page
• Inclusive education: Overcoming barriers to technology
• Learning together: Inclusive education for refugees in Kenya
• All children in school together: the quest for disability-inclusive education
• Ghana: making inclusive education a reality
• Technical roundtable on inclusive education
• Technical Round Table: inclusive education for children with disabilities
• Technical Round Table: Inclusion of children with disabilities in education sector planning in French-speaking Africa
• National policies for inclusive education - Planipolis
• Blog post: ‘A school for all: what does it look like and where do we stand?’
• Data Dive Webinar: ‘Making schools inclusive for children with disabilities’
• Blog post: ‘Inclusive education starts with planning.’
• Read our opinion piece published by Devex: The urgent need to plan for disability-inclusive education
• Issue brief, ‘Disability inclusive education and learning’ – Learning Portal

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Inclusive education.

Inclusion is basically ensuring that every child, adolescent and youth is taken into consideration equally by the education system. It is about guaranteeing fair and quality learning conditions, processes, and outcomes for all.

Opertti, Renato. 2017. 15 clues to support the Education 2030 Agenda . Current and critical issues in the curriculum 14. Geneva: UNESCO-IBE.

Inclusive education does not mean dividing and separating students based on their “abilities”, nor physically integrating them into schools without adapting the infrastructure, curriculum, pedagogy and teacher roles. The focus should in fact be on the characteristics of each individual and how each person can learn more and better by being part of a collective learning space with peers and teachers.

Inclusive and Exclusive Education for Diverse Learning Needs

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• Satine Winter 6  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

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Diverse learning ; Diversity ; Elite ; Exceptionality ; Exclusion ; Exclusive ; Inclusion ; Inclusive ; Integration ; Least restrictive environment ; Segregated ; Selective ; Special needs

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Inclusive education refers to the education of all students, regardless of ability, in mainstream classrooms and involves the use of appropriate supports, adjustments, and resource delivery to ensure the successful inclusion of students at a whole-school level, which is supported by inclusive education policy and/or legislation. A key aspect of inclusive education is the philosophical approach underpinning the inclusion of all students in the education environment based on inclusive attitudes, beliefs, and values of all stakeholders and founded on principles of social justice and human rights.

Exclusive education refers to the education of students by selective merit or exclusion and may or may not involve discrimination by educational authorities, representatives, or other stakeholders....

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Winter, S. (2020). Inclusive and Exclusive Education for Diverse Learning Needs. In: Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95870-5_24

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What is Inclusive Education?

Advocacy resources, employment resources, submissions, reports, and briefs, inclusive education, past email newsletters.

Inclusive education welcomes all students into regular classes with same-age peers in their community, with supports or accommodations that ensure equitable opportunities for all students to learn, contribute and participate in all aspects of school life.

Inclusive education means designing schools, classrooms, programs and activities so that all students participate and learn together. Inclusive public neighbourhood schools are the heart of our communities and of quality education systems.

Features of Inclusive Schools

• All students are welcomed and valued for who they are.
• All students are supported to set personal goals and build on individual strengths.
• All students have equitable access to learning, with accommodations and support as required to overcome systemic barriers and discrimination.
• All students are supported to interact, play and collaborate with other students their own age.
• Parents are welcomed as respected partners in their child’s education and local school community.
• School-wide commitment to upholding a safe, welcoming and supportive culture that emphasizes belonging and respect for diversity.

Integration ≠ Inclusion

Inclusion is not simply integration or “mainstreaming” of students who were once characterized as different or special compared to “the mainstream.” Inclusion removes systemic barriers that persist in legacy systems that were designed with a narrower understanding of who belonged in normal society. It reconfigures physical and social structures to welcome diversity (e.g. of abilities, culture, ethnicity and gender identity). Pending the removal of barriers, additional supports may be required to ensure that all individuals’ rights to access and inclusion are respected.

It’s a Human Right

Equitable access to inclusive education for ALL students with disabilities is a fundamental human right. It is not an optional “program”, nor is this right dependent on individual beliefs, student abilities or organizational priorities.

The right of all students with disabilities to access inclusive education without discrimination was recognized by Articles 5 and 24 of the UN Convention on the Rights of Persons with Disabilities. The UN CRPD was ratified by 176 countries, including Canada, and clarified by General Comment No. 4 (the Right to Inclusive Education), released by the UN CRPD Committee in 2016.

#AllMeansAll – It’s right for all students

Decades of research has consistently and conclusively proven that inclusive education benefits all students and strengthens schools and education systems. A Harvard-led 2016 review of 280 studies from 25 countries found inclusive educational settings “confer substantial short and long-term benefits for students with and without disabilities.”

This was affirmed by the European Agency for Special Needs and Inclusive Education in 2018 and in a 2017 meta-analysis of outcomes for 4,800,000 students which found learning environments that include students with disability have no detrimental impact, and some positive impact, on academic performance of non-disabled peers.

Teaching to Diversity

Inclusive education goes beyond ending segregation and achieving integration, and is the final step in moving towards the model envisioned in BC’s new curriculum , which acknowledges the unique abilities of all individuals and embraces teaching to diversity.

Helpful Links and Information About Inclusion and Intellectual Disability

Related resources.

These resources have proven helpful to families and others we support. Whether it’s a guide to advocating within the education system or a tip sheet on meeting with your MLA, we’re here to help. If you can’t find what you’re looking for in this section, don’t hesitate to reach out and call us.

Chapter Seven: Advocacy

Table of contents > Chapter Seven: Advocacy   < Back to Chapter 6 In this...

Chapter Six: Planning and Transition Planning

Table of contents > Chapter Six: Planning and Transition Planning   < Back to Chapter...

Parent’s Handbook on Inclusive Education 6th ed.

Welcome to the Parent’s Handbook on Inclusive Education!   This Handbook has supported thousands of families...

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Inclusion BC is bringing attention to critical gaps in supports and services for people with intellectual disabilities and their families. Join us as we advocate for inclusion in all areas of life, including education, housing and employment.

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What is Inclusive Education?

Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.

Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. Students participate in the education program in a common learning environment with support to diminish and remove barriers and obstacles that may lead to exclusion.

Inclusive education is carried out in a common learning environment ; that is, an educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment. Common learning environments are used for the majority of the students’ regular instruction hours and may include classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds and the local community. A common learning environment is not a place where students with intellectual disabilities or other special needs learn in isolation from their peers.

Effective common learning environments:

• Enable each student to fully participate in the learning environment that is designed for all students and is shared with peers in the chosen educational setting;
• Provide a positive climate, promote a sense of belonging and ensure student progress toward appropriate personal, social, emotional and academic goals;
• Are responsive to individual learning needs by providing sufficient levels of support and applying student-centred teaching practices and principles.
• Common learning environment: an inclusive environment where instruction is designed to be delivered to students of mixed ability and with their peer group in the community school, while being responsive to their individual needs as a learner, and used for the majority of the students’ regular instruction hours.

Guiding Principles

Inclusive Education Canada is guided in all of its actions by principles that are consistent with its values and beliefs. Every action will be tested against these principles. Every action, statement, policy, or publication will honour and promote the principles of:

• Human rights
• Self-determination
• Mutual responsibility
• Moral courage

Our Values & Beliefs

• All members of the human family are full persons. Our human essence cannot be reduced to words, labels, categories, definitions or genetic patterns. Every person is unique. No one can be replaced or copied. All persons are ineffable.
• All persons are entitled to respect. Respect requires recognition of and concern for the dignity of every person. Dignity is fragile. It must be protected from all harm.
• All persons have inherent dignity. Dignity belongs to us just because we exist. It is not something we earn or receive.
• All persons have inalienable dignity. Dignity cannot rightfully be ignored, diminished or taken away.
• All persons have equal dignity. Dignity does not depend upon physical, intellectual or other characteristics. Neither does it depend upon the opinions that other people have about these characteristics.
• All persons have inherent and equal worth. Our value as persons is neither earned nor accumulated. It is unrelated to health status or any genetic or other personal characteristic.
• All persons have inherent capacity for growth and expression. Every person has the right to be nourished physically, intellectually, socially, emotionally and spiritually.
• All persons are entitled to equal access and opportunity. Equality demands protection from all forms of discrimination or harm, and access to the supports necessary to enable equal participation.
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• A Policy Framework for Inclusive Education: Twelve Critical Elements for compliance with Article 24 of the Convention on the Rights of Persons with Disabilities
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Education is a fundamental right that every individual should have access to. However, historically, the education system has been exclusionary towards certain groups of people, including those with disabilities, those from marginalized communities, and those from low-income families. Inclusive education aims to address this issue by creating a learning environment that is welcoming and accessible to all students, regardless of their background or ability.

There are various definitions of inclusive education, and different authors and organizations have presented their views on what it means. In this article, we will discuss ten definitions of inclusive education by different authors and organizations, along with their explanations.

Table of contents

#1 unesco’s definition of inclusive education, #2 john hattie’s definition of inclusive education, #3 mel ainscow’s definition of inclusive education, #4 leonard cheshire disability’s definition of inclusive education, #5 nancy fraser’s definition of inclusive education, #6 association for childhood education international’s definition of inclusive education:, #7 world health organization’s definition of inclusive education, #8 australian government’s definition of inclusive education, #9 european agency for special needs and inclusive education’s definition of inclusive education:, #10 national association of special education teachers’ definition of inclusive education:, bibliography.

According to UNESCO, inclusive education is “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures, and communities, and reducing exclusion within and from education” (UNESCO, 2009).

UNESCO emphasizes that inclusive education is not just about including students with disabilities but also about ensuring that students from all backgrounds and abilities have equal opportunities to learn and participate in their school communities.

John Hattie, a prominent education researcher, defines inclusive education as “an approach to schooling that aims to increase access and engagement in learning for all students by identifying and removing barriers that may prevent some students from participating fully” (Hattie, 2012).

Hattie stresses that inclusive education is not just about accommodating students with disabilities but also about recognizing and addressing other barriers to learning, such as poverty, cultural differences, and language barriers.

Mel Ainscow, a leading researcher in inclusive education, defines it as “a process of increasing the participation of all students in schools and other learning environments, reducing their exclusion from these settings, and responding to their diverse needs” (Ainscow, 2005).

Ainscow argues that inclusive education requires a shift from a focus on the individual student to a focus on the entire school community. This means that schools must not only provide support to individual students with disabilities but also create a welcoming and inclusive environment for all students.

Leonard Cheshire Disability, a UK-based disability charity, defines inclusive education as “education that is accessible to all, regardless of their background or ability, and that recognizes and responds to the diverse needs of all learners” (Leonard Cheshire Disability, n.d.).

The organization emphasizes that inclusive education is not just about accommodating students with disabilities but also about addressing the broader societal barriers that may prevent some students from accessing education.

Nancy Fraser, a philosopher and social theorist, defines inclusive education as “a project of social justice that aims to overcome systemic exclusions and subordinations in educational institutions and practices, in order to enable all individuals to participate as full and equal members of society” (Fraser, 2009).

Fraser argues that inclusive education is not just about addressing individual needs but also about challenging the societal structures that perpetuate inequalities in education. This requires a fundamental shift in the way we approach education, towards a more equitable and just system.

The Association for Childhood Education International (ACEI) defines inclusive education as “an approach to education that values diversity and the unique contributions each student brings to the classroom, and that seeks to create a learning environment where all students feel valued, supported, and included” (ACEI, 2016).

ACEI emphasizes that inclusive education is not just about accommodating students with disabilities but also about recognizing and valuing the diversity of all students, including their cultural, linguistic, and socio-economic backgrounds.

The World Health Organization (WHO) defines inclusive education as “a strategy to ensure that all children, including those with disabilities, have access to quality education that meets their diverse learning needs and prepares them for life, work, and citizenship” (WHO, 2021).

WHO highlights the importance of providing quality education that is tailored to the individual needs of each student, including those with disabilities. Inclusive education, according to WHO, is not just about providing access to education but also about ensuring that students are prepared for life beyond the classroom.

The Australian Government’s Department of Education defines inclusive education as “a philosophy that values diversity and recognizes the rights of all students to have access to quality education that is responsive to their individual needs” (Australian Government, 2021).

The government emphasizes the importance of providing support to all students, including those with disabilities, to enable them to participate fully in education. Inclusive education, according to the Australian government, requires a whole-school approach that values diversity and promotes equity.

The European Agency for Special Needs and Inclusive Education defines inclusive education as “a process of addressing and responding to the diversity of needs of all learners, by increasing participation in learning, cultures, and communities, and reducing exclusion from education” (European Agency for Special Needs and Inclusive Education, 2014).

The agency emphasizes the importance of creating a welcoming and inclusive environment for all students, regardless of their background or ability. Inclusive education, according to the agency, requires a holistic approach that addresses the individual needs of each student and the broader social and cultural context in which they learn.

The National Association of Special Education Teachers (NASET) defines inclusive education as “a comprehensive approach to educating students with disabilities that emphasizes their full inclusion in the general education classroom and their access to the general education curriculum” (NASET, 2021).

NASET emphasizes the importance of providing support to students with disabilities in the general education classroom, rather than segregating them into special education classrooms. Inclusive education, according to NASET, requires collaboration between general and special education teachers to provide an inclusive and supportive learning environment for all students.

Inclusive education is a complex and multifaceted concept that encompasses a broad range of ideas and approaches. Each of the definitions presented in this article offers a unique perspective on what inclusive education means and how it can be achieved. Common themes across these definitions include the importance of valuing diversity, providing support to all students, tailoring education to individual needs, promoting equity and social justice, and creating a welcoming and inclusive learning environment. While there is no single definition of inclusive education that captures all of its nuances and complexities, the various perspectives presented in this article offer valuable insights into how we can create a more inclusive and equitable education system.

As we continue to strive towards a more inclusive education system, it is essential to keep these diverse perspectives in mind and work collaboratively to promote access, equity, and excellence for all learners.

• ACEI. (2016). Inclusive Education: What it Means, Proven Strategies, and a Case Study. Association for Childhood Education International. https://www.acei.org/inclusive-education-what-it-means-proven-strategies-and-a-case-study/
• Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109-124.
• Australian Government. (2021). Inclusive Education. Department of Education, Skills and Employment. https://www.education.gov.au/inclusive
• European Agency for Special Needs and Inclusive Education. (2014). Key principles for promoting quality in inclusive education: Recommendations for practice. https://www.european-agency.org/resources/publications/key-principles-for-promoting-quality-in-inclusive-education
• Kugelmass, J. W., & Hall, T. E. (2021). Inclusive Education. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning Disabilities (pp. 601-617). Springer.
• National Association of Special Education Teachers. (2021). Inclusive Education: The Benefits and the Obstacles. https://www.naset.org/754.0.html
• UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. http://www.unesco.org/education/pdf/SALAMA_E.PDF
• UNESCO. (2015). Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. http://uis.unesco.org/sites/default/files/documents/incheon-framework-for-action.pdf
• World Health Organization. (2021). Inclusive education. https://www.who.int/disabilities/policies/inclusive-education/en/
• Teaching-Learning

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Teaching Commons Conference 2024

Join us for the Teaching Commons Conference 2024 –  Cultivating Connection. Friday, May 10.

Inclusion and Belonging in the Classroom – Undergraduate Perspectives

This resource is intended to support instructors, teaching assistants (TAs), and other teaching staff with recommendations from a student panel on how to make learning environments more conducive to Stanford IDEAL principles. 

In 2023, the TEACH Conference, which is now the Teaching Commons Conference , explored facilitating Stanford’s IDEAL values , engagement, well-being, and belonging among teachers and learners at Stanford and beyond. In an undergraduate student discussion panel, we focused on these themes from the student perspective. These principles and experiences emerged from our discussion.

About the CDA+ student panel

We are a group of dedicated students who work directly with IntroSems to help shape the educational environment at Stanford. We take an active role in various initiatives and events, such as the IDEAL initiative and the Teaching Commons Conference, to ensure that our classrooms are inclusive, diverse, and conducive to learning for everyone. We believe in the power of student voices in shaping policies and practices that affect our learning experience and are committed to making our classrooms more inclusive and equitable.

Set the stage for mutual understanding

Meet students where they are.

Students come to Stanford from many different places, school systems, and cultural contexts. Some students will undoubtedly have more background knowledge of your course subject matter than other students, due to differences in background, education systems, and access to educational resources. For example, Student A may have been offered more AP courses at their secondary school than Student B. This is very common: see “ Closing Advanced Coursework Equity Gaps for All Students ”.

As a facilitator of the learning environment, you can survey the domain knowledge levels your students are entering with, and adapt your course materials accordingly.  A pre-course survey is an excellent way to achieve this. See a downloadable sample pre-class survey here (Google Form; right-click and select Make a copy for your own use). The content of your survey will depend on the size, discipline, and level of the course you are teaching.

Suppose you are teaching an introductory computer science course with mostly first-year students and sophomores. In that case, you might consider sending out a survey due early in the quarter that asks about their experience with coding and code in the classroom. If you are teaching a higher-level course, have clear prerequisites in the course description so that students know what background knowledge is necessary. Actions like these can help prevent students from feeling less competent due to circumstances out of their control.

Set clear communication expectations

Setting clear expectations for course communication benefits all parties involved. At the beginning of the quarter, post a communication plan to Canvas, the course syllabus, or both. Specify how students can communicate with the teaching team (instructor email, mailing list, Ed Discussion , Canvas, etc.) and how soon they can expect a response (e.g., within 48 hours). Be sure to let students know how you plan to communicate with them (Canvas announcements, emails, etc.) so that they know where to look for important course communications.

Tip : encourage students to configure their Canvas notification settings to ensure that they receive important announcements and course updates. Students, not instructors, are in control of which notifications they receive from Canvas. See this helpful guide for managing Canvas notification settings .

No question is a bad question 

Mustering up the courage to speak up in a room full of your peers can be daunting, especially in your first or second year at Stanford. But asking questions is crucial to everyone’s learning experience. As an instructor, with every student question you respond to, you have the opportunity to make the student feel understood, heard, and more confident in their understanding of course content.

Make a habit of acknowledging each question. For example, saying "Thank you for your question," is a way to acknowledge that you have heard and value the question, especially if it comes from a student who you have not heard from before. This will make your students feel more comfortable in the classroom, more receptive to the material, and more likely to succeed in the class.

Please do not ever ridicule or dismiss a student with seemingly silly questions – you were once a beginner too! If a student is asking questions that require a bit more time than you have to answer, kindly redirect them to talk with you after class or during office hours.

Foster meaningful connections 

Make room for one-on-one interactions.

Host office hours regularly, either on a drop-in basis or by appointment. If you have a smaller class, encourage every student to meet with you one-on-one at least once. This will go a long way toward establishing a connection with each and every student.

It may sound silly, but students often perceive instructors similarly to how they perceive celebrities, especially when instructors are renowned in their field. Having an individual conversation with your instructor is like talking to a living, breathing embodiment of the subject itself. A positive or negative interaction can inspire a student or deter them from the field for years to come.

Get to know your class

Small actions, such as addressing students by their names, can go a long way toward increasing student comfort and engagement. In your pre-class survey, you could ask about your students’ interests which they are willing to share, and take the time to read over all responses. Students appreciate when you express genuine interest in their hobbies, goals, and successes as individuals. If you have a large class size and can’t memorize every student’s profile, reference their responses to this form before conducting one-on-one meetings. 

Assign groups thoughtfully 

You can also facilitate belonging among students through the ways in which you assign discussion or work groups. While some students appreciate having the freedom to choose their own groups, other students may feel uncomfortable or anxious about finding a group. Consider designating student groups for some activities and assignments, as you see fit.

Here are some suggestions for how to assign student groups in a creative way. To determine groups in a relatively random way, try grouping students by birth month, which side of campus they live on (east campus vs. west campus), or flavor preferences (sweet vs. salty vs. sour vs. spicy). We suggest avoiding demographic features, like students’ grade levels and where they lived before coming to Stanford, to form groups, as this can reduce the diversity of ideas within each group.

Student perspectives

These reflections and direct examples are based on the following prompt:

What is something your instructor did to make you feel like you belonged? Describe a memorable and positive classroom interaction.

I felt most welcome when the instructor of a large lecture course knew my name without me ever having to introduce myself. In classes with hundreds of students, I don’t typically expect the instructor to remember my name, even if I have talked with them over email or during office hours. One day in this class, I decided to raise my hand to respond to a question that the professor had asked. The professor smiled at me and said, “Julia?”, making sure that she had gotten my name correct. I was stunned–how did she know my name? I was both honored and impressed that she had gone out of her way to learn her many students’ names.

The professor smiled at me and said, “Julia?”, making sure that she had gotten my name correct. I was stunned – how did she know my name? I was both honored and impressed that she had gone out of her way to learn her many students’ names.

Although I had previously viewed myself as just another anonymous student, I realized that she truly saw me as an individual. At a research conference later that month, the same professor stopped by to say hello to me. We chatted about how this was my first conference, and she congratulated me on this accomplishment. Even after the quarter had ended, she continued to show me that I was valued as a student. Small gestures often have a much larger impact than we expect them to.

My most memorable and positive interaction with a teaching team was when I got to tag along for lunch with the TAs and professor of my neuroscience IntroSem before class. The teaching team had catered lunches at the lab every Wednesday, and our IntroSem was at 1:30, so if students wanted to come to eat and chat an hour before class we were welcome to do so. As a freshman at Stanford, I had no idea where my life was going to take me or even what my major would be. But I had the insightful opportunity to ask every lab member about how they ended up here at Stanford Medicine, what they studied during undergrad, and what they value most about their contribution to the lab. Some of them did not even have a neuroscience background during undergrad, yet here they were! This made me feel so relieved – it’s okay to pivot , I thought to myself.

The experience was a great reassuring moment to me that I didn’t have to have my whole life figured out in my first year at Stanford. The teaching team assured me that life is long and fruitful, which made me even more excited to immerse myself in the course content. This simple incentive of free, non-dining-hall lunch to learn more about my teaching team and their work is one I still remember fondly post-graduation. 

I felt most welcome when I built relationships with instructors that felt less transactional. For example, I was in a seminar last year where our final project was an argumentative policy proposal on a topic of our choosing. When I met with my instructor to share my ideas, he smiled, gave me some guidance, and thanked me for teaching him something new. When professors, lecturers, or even teaching assistants find some way to close the inevitable power dynamic of classroom settings, I feel welcome.

Sometimes, however, it is infeasible for professors of hundred-person classes to provide individual feedback. Even when this is not possible, taking the time to share small personal anecdotes or your favorite hobbies are all incredible ways for instructors to relate to their students. Instructors play a pivotal role in directing students’ academic journeys and making room for kindness and genuineness in the classroom by minimizing power differentials in shaping the future of education.

I felt most welcome when I was in a class where I did not know many students and the teacher made an effort to have everyone talk and feel comfortable. She did it in a fun way though: when we arrived at the class we sat chronologically according to our birthdays, and then she grouped up the people with the same months. 

• Ten Strategies to Promote Student Flourishing
• Building Inclusive Community
• What I Wish My Professor Knew
• Setting Norms and Commitments

Works Cited

" Provost’s Statement on Diversity and Inclusion " (2021) by The Office of Provost Persis Drell

" 2023 TEACH Conference: IDEAL Belonging & Wellness " (2023) by Stanford Teaching Commons

" Closing Advanced Coursework Equity Gaps for All Students " (2021) by the Center for American Progress

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