Impact Of Inclusive Education

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"Inclusive, good quality education is the basis for dynamic and equitable societies" (Tutu, n.d). The term inclusion became popular in the early nineteen hundreds when, the UNESCO’s Salamanca Conference in 1994 was held, which could be referred to as a defining point for inclusive education (Forlin & Chambers, 2011). At this conference, a number of countries, as well as Jamaica, agreed to the statement that supported education of a diverse student population where all are included in the regular classroom to the greatest extent possible (UNESCO, 1994). Inclusive education was referred to in the statement as education that meets the needs of all children, particularly those with special needs (UNESCO, 1994). The conference aimed at recommitment from countries to the concept of education for all. Additionally, the statement outlined principles, policies and best practices that would be the international approach to enhance inclusive education as it was felt that a global directive was needed to change the outlook of special education (UNESCO, 1994). This means that inclusive education is the provision of appropriate, high quality education for all students in regular schools, including the special needs students. Further, it also meant an education system that seeks to provide quality basic education for every child and adult based on each individual learning need.
This paper seeks to discuss children with special needs; to what extent does education implement inclusion in
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