brand (such as education’ in the Netherlands) or even as inclusive ‘appropriate education (for instance education centres’ in Romania).” ‘inclusive As such, perhaps the most critical clarification in General Comment No.4 is as to the the need to distinguish between and “exclusion”, “segregation”, “integration” Paragraph 11 sets out important definitions: “inclusion”. occurs when students are directly or indirectly prevented from or “Exclusion denied access to education in any form.” occurs when the education of students with disabilities is “Segregation provided in separate environments designed or used to respond to a particular or various impairments, in isolation from students without disabilities.” is a process of placing persons with disabilities in existing “Integration mainstream educational institutions, as long as the former can adjust to the standardized requirements of such institutions.” involves a process of systemic reform embodying changes and “Inclusion modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. In this regard, it is important to note that the same phenomenon is observed in Australia where special education organisations such as the Australian Special Education Principals Association continue to advance the position that is “inclusion not a place” and that schools” and other segregated models can be “special legitimately characterised as forms of inclusive education, a position that cannot be reconciled with Article 24 of the CRPD, General Comment No.4 or any logical concept of social inclusion. In his recent report, the European Commissioner also noted the tendency for “vested interests” to preserve the status quo and resist inclusive education: "Professional groups involved in special education, such as teachers, psychologists and testing centres frequently oppose desegregation in to protect vested interests.” [pp 10-11] A correct understanding and application of these concepts is critical to implementing a genuinely inclusive education system. We believe that government should take a leading and active role in addressing the misuse of education” and the “inclusive rebranding of segregated education as “inclusive”.
brand (such as ‘appropriate education’ in the Netherlands) or even as inclusive education (for instance ‘inclusive education centres’ in Romania).” As such, perhaps the most critical clarification in General Comment No.4 is as to the the need to distinguish between “exclusion”, “segregation”, “integration” and “inclusion”. Paragraph 11 sets out important definitions: “Exclusion occurs when students are directly or indirectly prevented from or denied access to education in any form.” “Segregation occurs when the education of students with disabilities is provided in separate environments designed or used to respond to a particular or various impairments, in isolation from students without disabilities.” “Integration is a process of placing persons with disabilities in existing mainstream educational institutions, as long as the former can adjust to the standardized requirements of such institutions.” “Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. In this regard, it is important to note that the same phenomenon is observed in Australia where special education organisations such as the Australian Special Education Principals Association continue to advance the position that “inclusion is not a place” and that “special schools” and other segregated models can be legitimately characterised as forms of inclusive education, a position that cannot be reconciled with Article 24 of the CRPD, General Comment No.4 or any logical concept of social inclusion. In his recent report, the European Commissioner also noted the tendency for “vested interests” to preserve the status quo and resist inclusive education: "Professional groups involved in special education, such as teachers, psychologists and testing centres frequently oppose desegregation in to protect vested interests.” [pp 10-11] A correct understanding and application of these concepts is critical to implementing a genuinely inclusive education system. We believe that government should take a leading and active role in addressing the misuse of “inclusive education” and the rebranding of segregated education as “inclusive”.
All-Means-All-The-Australian-Alliance-For-Inclusive-Education.docx