Understanding the value of inclusive education and its implementation: A review of the literature
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Understanding the value of inclusive education and its implementation: A review of the literature Anthoula Kefallinou1 · Simoni Symeonidou1,2 · Cor J. W. Meijer1
© UNESCO IBE 2020
Abstract European countries are increasingly committed to human rights and inclusive education. However, persistent educational and social inequalities indicate uneven implementation of inclusive education. This article reviews scholarly evidence on inclusion and its implementation, to show how inclusive education helps ensure both quality education and later social inclusion. Structurally, the article first establishes a conceptual framework for inclusive education, next evaluates previous research methodologies, and then reviews the academic and social benefits of inclusion. The fourth section identifies successful implementation strategies. The article concludes with suggestions on bridging the gap between inclusive education research, policy, and practice. Keywords Inclusive education · Academic outcomes · Social inclusion · Inclusive practice Inclusion is a complex and contested concept: researchers, policy makers, and practitioners debate what inclusive education is about, why it is necessary, and how it can be implemented. Several international organisations promote inclusive education as a right for all learners. Goal 4 of the UN 2030 Agenda for Sustainable Development (United Nations The development of the article was supported by the European Agency for Special Needs and Inclusive Education. * Anthoula Kefallinou anthoula@european‑agency.org Simoni Symeonidou [email protected] Cor J. W. Meijer director@european‑agency.org 1
European Agency for Special Needs and Inclusive Education, Østre Stationsvej 33, 5000 Odense C, Denmark
2
Department of Education, University of Cyprus, P.O. Box 20537, 1678 Nicosia, Cyprus
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2015), as well as the most recent UNESCO guidelines (2017), affirm the human rights perspective by acknowledging inclusion and equity as overarching principles which should guide all educational policies and practices. Inclusive education is also prominent in key European documents (Council of the European Union 2018a; 2018b; Council of Europe Commissioner for Human Rights 2017; European Union Agency for Fundamental Rights 2020). Given that learners with disabilities have experienced exclusion from education systems, other influential policy documents emphasize their right to inclusive education. In particular, Article 24 of the Convention on the Rights of Persons with Disabilities (United Nations 2006) defines inclusive education as “access to an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live”, emphasising non-discrimination and preventing exclusion on the basis of disability. In the academic literature, inclusive education is presented as an ideology (Allan 2014) that guides practice to respect the right of all learners to quality education. Booth (2009) noted tha
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