Inclusive education is a form of education that encompasses the idea of students with disabilities being educated with their non-disabled peers. The goal is to have students with disabilities be accepted and respected members of their communities. There are many barriers that prevent this from actually occurring. These barriers can be categorized into three groups: attitudinal, social and educational barriers.
Attitudes are developed based on what people learn from their families and society. Often times, these attitudes are negative towards persons with disabilities and can act as a barrier towards inclusive education. Attitudinal barriers can occur from other students, teachers, administrators, parents and even the community at large. for example, if an administrator does not believe in inclusive education, then he or she will not support teachers who teach in an inclusive setting.
Attitudes can also affect one’s interest in learning about a particular student’s disability and how to work with him or her in the classroom. It is important for individuals to understand that each person has different abilities and should be celebrated for those abilities instead of judged based on what they cannot do. A teacher should feel comfortable working with all students regardless of their disability classification or needs.
As a result of the Americans with Disabilities Act of 1990 and the Individuals with Disabilities Education Act of 1997, schools are required to provide access to education for all students. Inclusive education programs—which bring together students with and without disabilities in a general education classroom—have been suggested as one way to meet these requirements.
However, inclusive education has not yet been achieved due to barriers that include lack of teacher preparation, social concerns with inclusion, and funding issues. In order to achieve inclusive education, individuals must work together to overcome attitudinal, social, and educational barriers.
The fact is that there are some barriers to the introduction of inclusive education attitudinal, social and educational. The main purpose of this paper is to study the implementation of inclusive education in different countries and to find out what are the main barriers to its implementation, as well as ways to overcome them.
Inclusive education aims to provide equal opportunities for all children regardless of their origin, race, class and status, sex and age. It is designed to provide an equal opportunity for children with disabilities and those with special needs.
Therefore, it is important that all children have equal access to quality education. Inclusive education is based on the following principles: respect for human rights; equal opportunity; participation; diversity; community participation; equality of opportunity and social justice. Inclusive education promotes the right of every child to receive a high-quality education regardless of their individual characteristics or socio-economic background.
Inclusive education is the process of educating students who have special educational needs in an inclusive environment. It is based on a belief that all students are entitled to and should be part of the community they live in.
Qualitative research was conducted using a survey as a medium. The study took place in South Africa among respondents who were educators at public schools. The sample size was 100 respondents, which were randomly selected. In order to ensure that the results collected were valid and reliable, the researcher used purposive sampling to select participants for the study.
The research identified three main barriers affecting inclusive education: Attitudinal barriers, Social barriers, and Educational barriers. These barriers have become social issues because they prevent persons with disabilities from participating fully in society like everyone else. The results also indicated that there are no differences in the responses that were given by educators based on their gender or age group.