>

Accessibility options: Default text size Larger Text size Largest text size Black text on yellow background Black text on pink background Dark blue text on light blue background Default colour scheme White text on black background scheme Text Only

Social & Medical Models of Disability | Integration is not Inclusion | FAQs | Article 24 of UN Convention | Salamanca Statement | News Archive | Inclusion is the Future


Integration is not Inclusion

Segregation
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being placed in any form of segregated education setting. This tends to force disabled people to lead a separate life.
For example: Separate special school, college or separate unit within school/college or on separate segregated courses within mainstream education settings.

Integration
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being placed in mainstream education settings with some adaptations and resources, but on condition that the disabled person  and/or the learner with 'Special Educational Needs' labels can fit in with pre-existing structures, attitudes and an unaltered environment.
For example: The child is required to "fit in" to what already exists in the school.

Inclusion
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being educated in mainstream education settings alongside their nondisabled peers, where there is a commitment to removing all barriers to the full participation of everyone as equally valued and unique individuals.
For example: Education for ALL

 

Inclusive Practice
Inclusive practice can be defined as attitudes, approaches and strategies that we take to ensure that no learners are excluded or isolated from the education on offer.

In other words, we all work to create a culture where all learners feel welcome, accepted, safe, valued and confident that they will get the right support to assist them to develop their talent and achieve their goals.