European Inclusive Learning Hub

This pamphlet sets out a response to ten of the most frequently heard myths and misconceptions about inclusive education.

Preparing teachers to include students with intellectual disabilities in their classes can help to improve the quality of education for all students. Using teaching techniques such as peer tutoring, differentiated instruction, and recognizing multiple intelligence serves all students well.

The UN CRPD Committee says “Inclusive education is central to achieving high-quality education for all learners, including those with disabilities, and for the development of inclusive, peaceful and fair societies.” Research evidence is clear that when teachers learn to teach students who learn in different ways and promote cooperation between students, everyone benefits (source: www.catalystforeducation.com/resources)

While there may be a risk of abusive treatment in an inclusive school, that risk is also present in segregated settings. What’s more, most schools find that once inclusion moves forward and becomes routine, more positive behaviour results. In many cases, it is other children who most effectively promote a positive and respectful school environment.

Instead of using intellectual disability as a rationale to exclude certain children, we need to ask, “What does a teacher need to do to help them learn valuable knowledge and skills in the regular classroom?”

There are hundreds of schools that have been inclusive in many countries for several decades. Examples can be found in every continent, some reflective of system wide practice, and others in individual communities or schools. Some of the areas identified as global leaders are Italy, New Brunswick in Canada, Portugal, Styria in Austria, New Zealand and more.

Respecting a child’s right to be part of a peer group in a community school is fundamental to 21st century respect for human rights and equality as supported by the UN Convention on the Rights of Persons with Disabilities.

Children with intellectual disabilities do need to acquire life skills: social skills, including communication and behaviour as well as academic skills appropriate for the individual. However, it is important to recognize that when a student is withdrawn from an inclusive classroom and engagement with peers is reduced, there will be negative consequences. Perhaps the most important is that ‘membership’ in the peer group where engagement and participation lead to belonging, will be damaged. Striking a balance between belonging and special instruction appropriate for each individual is essential.

. One ministry is responsible for all students of the same age and level of education

. Students go to the same school they would have attended if they did not have a disability, are educated alongside their non-disabled peers and receive the supports they need to participate and learn.

. Teachers should be trained and supported on how to individualize their teaching using different methods for different learning styles.

. School culture should value diversity.

. Access to the financial and human resources to support inclusion should be granted to schools.

. Learning outcomes are adjusted to accommodate differences among students.

. Teachers in an inclusive classroom do not assume all students will learn the same things at the same rate.

. Teachers use concepts and strategies from the ‘universal design for learning’ (UDL) model as well as practices described as ‘multi-level instruction’ or ‘differentiated instruction’. 

Most schools would welcome additional resources for smaller classes, more support personnel and more professional learning time for teachers. However, including a child in the schools in the community should not be deterred by the demand for more resources.

Sometimes the use of special schools as resource centres is a way to reduce criticism of inclusion by special education teachers. If special schools are used as resource centres it is important that the commitment to inclusion is clear, that the teachers who have been teaching in the special schools are well trained in inclusive practices.