The Meaning And Aims Of Inclusive Education

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The meaning and aims of inclusive education: There are many interpretations of the concept of inclusive education. Each definition may reflect the background of the individual defining the term. Hence, definitions may have political, psychological, or educational connotations. Regarding the latter field, Zoniou, Sider, and Vlachou gave the following definition: “Inclusion and inclusive education are concerned with the quest for quality, social justice, participation and the removal of all forms of exclusionary assumptions and practices” (as cited in Boyle, Topping, & Snape, 2013, p. 528). Another definition was by Florian who said that inclusive education is about giving the students with special needs the opportunity to study and involve in the educational activities as their nondisabled peers (as cited in Cambridge-Johnson, Hunter-Johnson& Newton, 2014). After applying inclusive education in pubic schools, some people get confused between integration and inclusion (Eldar, Talmor & Wolf-Zukerman, 2010). According to Avramidis & Norwich (2002), integration has three forms. The first one is the physical integration, which is about placing segregated class for disabled students in mainstream schools without any social interaction with non-disabled students. The second type is the social integration, where disabled student can integrate socially but not educationally with their non-disabled peers. The third form is the practical integration and here disabled student can study
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