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This broadened conceptualization of inclusive education is well captured in the SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Moreover, the education challenges and implications of the pandemic, have reinforced the challenge of twining inclusion, equality and quality.
Inclusive education is commonly defined as teaching that engages students in learning which is meaningful, relevant and accessible to all. Inclusive education embraces the view that individual difference is a source of diversity, which can enrich the lives and learning of others (Hockings, 2010). What is the theory behind inclusive education?
Learn what inclusive education means and why it is important for children with disabilities and all children. Find out what governments need to do to make it a reality and access useful links and documents.
This document provides a brief overview of inclusive education, its definition, principles, challenges and UNESCO's role and approach. It is part of a series of technical notes for UNESCO staff and partners working in education.
This guide provides a framework and examples for countries to review and improve their policies and practices for inclusive and equitable education systems. It aligns with SDG 4 and the Education 2030 Agenda, and draws on international evidence and experience.
A training module for teachers on inclusive education, covering vision, theory, concepts, enabling environment, personal professional development and valuing student diversity. The module includes activities, examples, references and a glossary of terms.
Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning. Substantial progress has been made in achieving the Education for All goals as evidenced by the increase in access and enrolment rates in many countries and regions.
