It can be concluded that managing challenged children is not easy but is a definite opportunity for growth for the whole institution. The head that takes up inclusion gives him or her opportunity to display good leadership skills. Apart from this inclusive education is a human right, it is good education and it makes good social sense.
Human rights
- All children have the right to learn together. They must be given the opportunity to achieve and maintain an acceptable level of learning.
- Children should not be devalued or discriminated against by being excluded or sent away because of their disability or learning difficulty.
- Disabled adults describing themselves as special school survivors are demanding an end to segregation.
- There are no legitimate reasons to separate children for their education. Children belong together- with advantages and benefits for everyone. They do not need to be protected from each other.
Good education I
- Research shows children do better academically and socially in integrated settings.
- There is no teaching or care in a segregated school which cannot take place in an ordinary school.
- Given commitment and support, inclusive education is a more efficient use of educational resources.
Good social sense
- Segregation teaches children to be fearful ignorant and breeds prejudice.
- All children need an education that will help them to develop relationships and prepare them for life in the mainstream.
- Only inclusion has the potential to reduce fear and to build friendship, respect and understanding.
The characteristics of inclusion reflect good, value based, people centred management paradigms, for instance:,
Inclusive schools will be in a well balanced state of change and development. Inclusive schools will support staff in innovation, experimentation, risk taking, problem solving. Inclusive schools will adopt collaborative working practices such as: joint planning, teaching partnerships, peer coaching and critical friendships.