The Five Common Myths About Inclusive Education

by Susie Lee and Axelle Devaux: For More Info, Go Here…

ucation can provide opportunities for individuals to learn and realise their potential, giving them the tools to fully participate in all aspects of life—economic, social, political, and cultural. But such opportunities are not guaranteed for everyone, and unfortunately, this disparity in education is prevalent even from the early years of life.

Rising levels of social inequality and diversity in Europe have made social inclusion a priority for the European Union. However, it remains a challenge to ensure access to quality early childhood education and care (ECEC) for all children, especially those from disadvantaged backgrounds.

RAND Europe’s new policy memo for the European Platform for Investing in Children, provides a context for understanding what inclusion means in education and why it matters from early on.

UNESCO (PDF) defines inclusive education as a process that helps overcome barriers limiting the presence, participation, and achievement of learners. There are a number of misconceptions, or myths, about inclusive education, which continue to hamper the discussion and implementation of inclusive practices in education. However, arguments for inclusive education are well established and deeply rooted in the notions of equity and human rights.

Myth 1: Inclusion (Only) Concerns Learners with Disabilities

Myth 2: Quality Inclusive Education Is Expensive

Myth 3: Inclusion Jeopardizes Quality of Education for Other Students

Myth 4: Inclusive Education Will Make Special Educators Redundant

Myth 5: Only Schools Are Responsible for Inclusion

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