Skip to main content
SpringerLink
Log in

Catering for Diversity: Including Learners with Different Abilities and Needs in Regular Classrooms

  • Chapter
  • First Online:
Life in Schools and Classrooms

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 38))

Abstract

The inclusion of learners with a wide range of special needs has become a major change in regular classrooms over the past 40 years. In the early part of the twentieth century, there were few opportunities for children to attend formal schooling. For those with disabilities, schooling was almost non-existent. Except for a few students who were deaf or blind and who were able to attend the limited specialised schools established to cater for them, it was not until mid-century that schools began to be established to support children with other specialised needs. By the end of the last century, the plethora of specialised schools for students with similar disabilities began to dissipate in favour of the move towards an inclusive education system. This chapter explores this process of changing classrooms from homogenous to heterogeneous within an inclusive paradigm. Consideration is given to what this means for schools, teachers, parents and the students and what is needed if this philosophy is to be further embraced in the future.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Ahmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140.

    Article  Google Scholar 

  • Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2011). Developing equitable education systems. Abbingdon: Routledge.

    Google Scholar 

  • Aristotle. (350BC). Politics: Book seven (H. Rackham, Trans.). Retrieved from http://www.perseus.tufts.edu/hopper/text?doc=Perseus:abo:tlg,0086,035:7:1335b

  • Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: International policy and practice. London: Sage.

    Google Scholar 

  • Beacham, N., & Rouse, M. (2012). Student teachers’ attitudes and beliefs about inclusion and inclusive practice. Journal of Research In Special Educational Needs, 12(1), 3–11. doi:10.1111/j.1471-3802.2010.01194.x.

    Article  Google Scholar 

  • Berlach, R. G., & Chambers, D. J. (2011). Interpreting inclusivity: An endeavour of great proportions. International Journal of Inclusive Education, 15(5), 529–539. doi:10.1080/13603110903159300.

    Article  Google Scholar 

  • Briggs, S. (2013). Inclusion: Meeting SEN in secondary schools. London: David Fulton Publishers.

    Google Scholar 

  • Chambers, D. J., & Lavery, S. (2012). Service-learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4), 128–137.

    Article  Google Scholar 

  • Charema, J. (2010). Inclusive education in developing countries in the sub Saharan Africa: From theory to practice. International Journal of Special Education, 25(1), 87–93.

    Google Scholar 

  • Chitiyo, M., Makweche-Chitiyo, P., Park, M., Ametepee, L. K., & Chitiyo, J. (2010). Examining the effect of positive behaviour support on academic achievement of students with disabilities. Journal of Research in Special Educational Needs, 11(3), 171–177. doi:10.1111/j.1471-3802.2010.01156.x.

    Article  Google Scholar 

  • Chmiliar, L. (2009). Perspectives on inclusion: Students with LD, their parents, and their teachers. Exceptionality Education International, 19(1), 72–88.

    Google Scholar 

  • Commonwealth of Australia. (1992). Disability discrimination act. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022

  • Commonwealth of Australia. (2005). Disability standards for education 2005. Retrieved from http://www.comlaw.gov.au/Details/F2005L00767

  • Donnelly, V., & Watkins, A. (2011). Teacher education for inclusion in Europe. Prospects, 41, 341–353. doi:10.1007/s11125-011-9199-1.

    Article  Google Scholar 

  • European Agency for Development in Special Needs Education. (2012). The inclusive education in action project. Retrieved from https://www.european-agency.org/agency-projects/iea

  • Florian, L. (2011). Mapping international developments in teacher education for inclusion. PROSPECTS, 41(3), 319–321.

    Article  Google Scholar 

  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25, 594–601. doi:10.1016/j.tate.2009.02.003.

    Article  Google Scholar 

  • Foreman, P. (2008). Inclusion in action (2nd ed.). South Melbourne: Cengage Learning.

    Google Scholar 

  • Forlin, C. (2008). Education reform for inclusion in Asia: What about teacher education? In C. Forlin & M.-G. J. Lian (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region (pp. 61–73). Abingdon: Routledge.

    Google Scholar 

  • Forlin, C. (2012). Responding to the need for inclusive teacher education: Rhetoric or reality? In C. Forlin (Ed.), Future directions for inclusive teacher education (pp. 3–12). New York: Routledge.

    Google Scholar 

  • Forlin, C. (2013a). Changing paradigms and Future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19–32.

    Google Scholar 

  • Forlin, C. (2013b). Issues of inclusive education in the 21st century. Journal of Learning Science, 6, 67–81.

    Google Scholar 

  • Forlin, C., & Chambers, D. J. (2011). Teacher preparation for inclusion: Increasing knowledge, but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32.

    Article  Google Scholar 

  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195–209.

    Article  Google Scholar 

  • Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(2 and 3), 50–65.

    Google Scholar 

  • Graham, L. J., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40(2), 277–293.

    Article  Google Scholar 

  • Graziano, K. J. (2008). Walk the talk: Connecting critical pedagogy and practice in teacher education. Teaching Education, 19(2), 153–163. doi:10.1080/10476210802040740.

    Article  Google Scholar 

  • Gronlund, A., Lim, N., & Larsson, H. (2010). Effective use of assistive technologies for inclusive education in developing countries: Issues and challenges from two case studies. International Journal of Education and Development using Information and Communication Technology, 6(4), 5–26.

    Google Scholar 

  • Hassan, M. U., Parveen, I., & Riffat-un-Nisa. (2010). Exploring teachers’ perspective: Qualms and possibilities for inclusive classes in Pakistan. Journal of the International Association of Special Education, 11(1), 56–63.

    Google Scholar 

  • Horne, P. E., & Timmons, V. (2009). ‘Making it work: Teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273–286. doi:10.1080/13603110701433964.

    Article  Google Scholar 

  • Irvine, P., Wright, E. B., & Applequist, K. (2007). ‘History of special education’. In Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. Retrieved from http://ipacez.nd.edu.au/login?url=http://www.credoreference.com/entry/wileyse/history_of_special_education

  • Isaksson, J., Lindqvist, R., & Bergström, E. (2010). Struggling for recognition and inclusion: Parents’ and pupils’ experiences of special support measures in school. International Journal of Qualitative Studies on Health and Well-being, 5(1), 1–11. doi:10.3402/qhw.v5i1.4646.

    Article  Google Scholar 

  • Library of Congress, USA. (1975). Education for all handicapped children act. Retrieved from http://www.gpo.gov/fdsys/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf

  • Library of Congress, USA. (2004). Individuals with disabilities education act. Retrieved from http://www.gpo.gov/fdsys/pkg/PLAW-108publ446/html/PLAW-108publ446.htm

  • Loreman, T. (2009). ‘Straight talk about inclusive education’. CASS Connections, 43–47. Spring.

    Google Scholar 

  • Loreman, T., & Earle, C. (2007). The development of attitudes, sentiments and concerns about inclusive education in a content-infused Canadian teacher preparation program. Exceptionality Education Canada, 17(1), 85–106.

    Google Scholar 

  • Malakolunthu, S., & Rengasamy, N. (2012). Education policies and practices to address cultural diversity in Malaysia: Issues and challenges. Prospects, 42, 225–229. doi:10.1007/s11125- 012-9227-9.

    Article  Google Scholar 

  • McGlynn, C., & London, T. (2013). Leadership for inclusion: Conceptualising and enacting inclusion in integrated schools in a troubled society. Research Papers in Education, 28(2), 155–175. doi:10.1080/02671522.2011.600458.

    Article  Google Scholar 

  • Miller, M. (2008). What do students think about inclusion? Phi Delta Kappan, 89(5), 389–391.

    Article  Google Scholar 

  • Monfasani, J. (1999). The renaissance: Humanism. In R. Popkin (Ed.), Columbia history of western philosophy (pp. 292–303). New York: Columbia University Press.

    Google Scholar 

  • Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477–490.

    Article  Google Scholar 

  • Peterson, J. M., & Hittie, M. M. (2010). Inclusive teaching: The journey towards effective schools for all learners (2nd ed.). Upper Saddle River, NJ: Pearson Education.

    Google Scholar 

  • Praisner, C. L. (2003). Attitudes of elementary school principals towards the inclusion of students with disabilities. Exceptional Children, 69(2), 135–145.

    Article  Google Scholar 

  • Priya, L. (2013). Privilege, compromise, or social justice: Teachers’ conceptualizations of inclusive education. Disability and Society, 28(1), 14–27.

    Article  Google Scholar 

  • Republique Francais. (1975). Loi d’orientation en faveur des personnes handicapées. Retrieved from http://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000000333976anddateTexte=20120606

  • Rose, R. (2010). Understanding inclusion, interpretations, perspectives and cultures. In Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 1–6). Abingdon: Routledge.

    Google Scholar 

  • Ryan, J. (2010). Establishing inclusion in a new school: The role of principal leadership. Exceptionality Education International, 20(2), 6–24.

    Google Scholar 

  • Ryan, T. G., & Gottfried, J. (2012). Elementary supervision and the supervisor: Teacher attitudes and inclusive education. International Electronic Journal of Elementary Education, 4(3), 563–571.

    Google Scholar 

  • Runswick-Cole, K. (2008). Between a rock and a hard place: Parents’ attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education, 35(3), 173–180.

    Article  Google Scholar 

  • Salend, S. J., & Garrick Duhaney, L. M. (2011). Historical and philosophical changes in the education of students with exceptionalities. In A. F. Rotatori, F. E. Obiakor, & J. P. Bakken (Eds.), Advances in special education: History of special education: Volume 21 (pp. 1–20). Binkley: Emerald Group Publishing limited.

    Chapter  Google Scholar 

  • Sharma, U., & Desai, I. (2008). The changing roles and responsibilities of school principals relative to inclusive education. In C. Forlin & M.-G. J. Lian (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region (pp. 153–168). Abingdon: Routledge.

    Google Scholar 

  • Sharma, U., Loreman, T., & Forlin, C. (2007). What concerns pre-service teachers about inclusive education: An international viewpoint. KEDI Journal of Educational Policy, 4(2), 95–114.

    Google Scholar 

  • Sharma, U., Loreman, T., & Forlin, C. (2011). Measuring teacher efficacy to implement inclusive practices: An international validation. Journal of Research in Special Educational Needs, 12(1), 12–21.

    Article  Google Scholar 

  • Sharma, U., Forlin, C., Deppeler, J., & Guang-xue, Y. (2012). Reforming teacher education for inclusion in developing countries in the Asia Pacific Region. Asian Journal of Inclusive Education, 1, 3–16.

    Google Scholar 

  • Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41, 323–339.

    Article  Google Scholar 

  • Sternberg, R. (2007). IQ testing. In Cambridge handbook of psychology, health and medicine. Retrieved from http://ipacez.nd.edu.au/login?url=http://www.credoreference.com.ipacez.nd.edu.au/entry/cupphm/iq_testing

  • Swedeen, B. L. (2009). Signs of an inclusive school: A parent’s perspective on the meaning and value of authentic inclusion. TEACHING Exceptional Children Plus, 5(3), 1–12.

    Google Scholar 

  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (1994). Salamanca statement and framework for action on special education needs. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF

  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2000). Framework for Action. Dakar: Author.

    Google Scholar 

  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2005). The guidelines for inclusion: Ensuring access to education for all. Retrieved from http://unesdoc.unesco.org/images/0014/001402/140224e.pdf

  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2009). Policy guidelines on inclusion in education. Retrieved from http://www.inclusive-education-in-action.org/iea/dokumente/upload/72074_177849e.pdf

  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2012). Education: Addressing exclusion. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/inclusive-education/browse/4/

  • United Kingdom Government. (1970). Education (handicapped children) act. Retrieved from http://www.legislation.gov.uk/ukpga/1970/52/enacted

  • United Nations. (2006). Convention on the rights of persons with disabilities. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml

  • United Nations. (2012). The millennium development goals (MDG) report. New York: United Nations.

    Google Scholar 

  • Voltz, D. L., & Collins, L. (2010). Preparing special education administrators for inclusion in diverse, standards-based contexts: Beyond the council for exceptional children and the interstate school leaders licensure consortium. Teacher Education and Special Education, 33(1), 70–82. doi:10.1177/0888406409356676.

    Article  Google Scholar 

  • Wolfensberger, W. (1972). The principle of normalization in human services. Toronto: National Institute on Mental Retardation.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. International Inclusive Education Consultant, Perth, Australia

    Chris Forlin

  2. The University of Notre Dame, 19 Mouat Street, Fremantle, WA, 6959, Australia

    Dianne Chambers

Authors
  1. Chris Forlin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dianne Chambers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chris Forlin .

Editor information

Editors and Affiliations

  1. College of the North Atlantic Qatar, Doha, Qatar

    Rupert Maclean

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Forlin, C., Chambers, D. (2017). Catering for Diversity: Including Learners with Different Abilities and Needs in Regular Classrooms. In: Maclean, R. (eds) Life in Schools and Classrooms. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 38. Springer, Singapore. https://doi.org/10.1007/978-981-10-3654-5_33

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-3654-5_33

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3652-1

  • Online ISBN: 978-981-10-3654-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation