Two Effects Of Effective Education

2.2 Effects of inclusive education UNESCO's (2009) inclusive policy guideline states that inclusive education is justified due to its educational, social and economic benefit. By educating students in an inclusive environment, they develop a change in attitude that lays foundation for a non-discriminatory society and the education system developed will respond to all the learning needs of the diverse student population. It can be more cost effective for the nations;as there is no need to have separate facilities to educate students with disabilities and it produces educated individuals, which translates to better earnings and lifestyle and there . On the other hand, the social and financial costs the nation will have to incur in terms of

Dessemontet, Bless, and Morin’s (2013) investigation into progress of students with intellectual disabilities, enrolled in regular school setting, is at times more in academic areas . Other studies referred to in the article were Laws et al. (2000)on academic achievement of students with Down syndrome, and it reveals that students in mainstream classrooms made significant progress in their literacy skills in terms of vocabulary, reading, grammar and comprehension. Another concern that needs to be addressed when placing students with SEN in a mainstream school is the effect on their peers’ standard of achievement. Kalambouka et al. (2007) reviewed the literature in the past two decades’ policy and practices in inclusion and reiterated that there are no adverse effects; in fact, the outcomes were better or neutral. Additionally, the positive effects were more on academic areas than on social ones. Though most of the studies were based in the US, it can be concluded that having SEN students in mainstream school is not a hindrance but rather has a positive effect. Therefore, it stresses the need to move towards an inclusive education and that is the way forward, though there are challenges in terms of policy and practices. On examining within the regional context

The committee, headed by the undersecretary, was responsible for various initiatives, such as creating policies for rehabilitation, developing educational program plans and structure, providing resources and offering advice and technical assistance. Gaad (2010) also observed that articles 13, 14 and 15 were designed to meet the educational needs of students with the disability. However,the voices of all the key participants were not considered, and the absence of clear procedures to execute inclusive education is evident, as stated by (Gaad2010). As a result, the practices in government and private schools varied, and these practices existed in isolation; moreover, often the integration of students with need was termed as inclusion. Gaad2010) argues it is in conflict with the ideology of inclusion as integration of SEN students was done only in the physical sense because they attended the mainstream school but had special classes designed to meet their needs with minimal contact with their peers. Further research conducted by Alborno and Gaad (2014) draws attention towards the initiative of "School for All" that aimed to achieve social inclusion of students with needs. In order toendorse the rights of pupils with needs, it represented the goals of the government, general rules and