Inclusive education is an approach that seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It is based on the premise that every child has the right to an education. The principle of inclusive education was adopted at the Salamanca World Conference (UNESCO 1994) where inclusive education was viewed as a human rights issue and as a means of bringing about personal development and building relationships among individuals, groups and nations. This was stated clearly in Article 2: “Regular schools with an inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all.”

The implications of article 24 of the ‘Convention on the rights of persons with disabilities’ are very real and requires a transforming attitude to the entire education system. These include legislation and policy, systems for financing, administration, design, delivery and monitoring of education, and the way schools are organized.  With reference to a school with which I am quite familiar, I can safely say that while a welcoming attitude to the idea of inclusion is present, there is need for more cultural change, for example, to have more participatory learning embedded in its teaching and learning practices. Support is present from the Ministry in terms of providing student support services and training for teachers. However, partnerships need to be strengthened some more between parents, teachers, representatives from organisations of people with disabilities. This can be done through regular school Parent/Teachers meetings. There is also the need for more monitoring so as to track progress on a regular basis. 

However, while the situation may not be a perfect one, there is a strong sense of commitment to promoting and supporting inclusion.