Conceptualizing Disability Inclusion

Abstract

Situating social inclusion in the framework of diversity, this chapter introduces the reader to the philosophy and practice of inclusion discussing the conceptualizations and the inherent disconnects in the practice of inclusion in the society. Discussing the diversity in terms of types of disabilities and the degrees and levels of disability in each disability category, the dictum ‘inclusive education for all’ is demystified and the significance of special schools for different disability categories in the continuum of educational settings for children with disabilities has been emphasized. Critique on disability and marginalization has been presented next flowing into an analysis of societal response to persons with disabilities during the past few centuries: extermination to human rights-based approach. Finally, inclusive education has been discussed, delineating between what is and what is not inclusion, teacher attributes for successful inclusion and the practice of buddy culture and reciprocity in schools. Initiatives in India to promote inclusive education have been discussed, following which the necessary adaptations required in our teacher education programmes, both pre-service and in-service segments, have been presented. The latest global trends for facilitating inclusive education have been briefly presented at the end of the chapter.