The Advantages and Disadvantages of Inclusive Education
Abstract
This paper illustrates the positive impact of inclusive education in protecting the basic rights of children with disabilities, alleviating marginalization and mental health, and critically discusses the challenges children with disabilities face in inclusive education regarding violence, self-perception, and educational resources. Access to education as a fundamental right for people with disabilities can effectively be the only way to break down further “ableist” bias and alleviate the marginalization of people with disabilities in today’s social environment. However, the medical model and the “ableist” stereotype in people’s minds are challenging to eliminate; the lack of educational resources has become one of the biggest obstacles to universal inclusive education. To solve the above problems, firstly, the diversity of the social environment for people with disabilities should be respected and accommodated from a conceptual point of view. Secondly, schools and the government should continue implementing inclusive education policies and increasing investment in education to alleviate the current situation of insufficient educational resources and teacher training. Meanwhile, mainstream media should be more objective in depicting facts rather than their traumas to break traditional prejudices and promote a more equal and diverse social environment.References
[1] Bogart, K. R., & Dunn, D. S. (2019). Ableism special issue introduction. Journal of Social Issues, 75(3), 650-664.
[2] Bunch*, G., & Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society, 19(1), 61-76.
[3] Cambridge, U. o. (2017). Children with disabilities are being denied equal opportunities for a quality education across the world, including in the UK. Retrieved from
[4] Clapton, J., & Fitzgerald, J. (2014). The History of Disability: A History of’Otherness’ How disable people have been marginalized through the ages and their present struggle for their human rights.
[5] Donohue, D., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African journal of education, 34(2).
[6] Francis, G. L., Lavin, C. E., Sanchez, J., Reed, A. S., & Mason, L. (2021). Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58-67.
[7] Goodley, D., & Runswick‐Cole, K. (2011). The violence of disablism. Sociology of health & illness, 33(4), 602-617.
[8] Hanreddy, A., & Östlund, D. (2020). Alternate curricula as a barrier to inclusive education for students with intellectual disabilities. International Electronic Journal of Elementary Education, 12(3), 235-247.
[9] Hengshun, Z. (2016). Concept renewal and System Reconstruction of the Protection of the rights of the disabled in China. Shandong University.
[10] Hughes, R. (2010). The social model of disability. British Journal of Healthcare Assistants, 4, 508-511. doi:10.12968/bjha.2010.4.10.79078
[11] Jiqing, S. (2011). Psychological analysis and educational strategies for children with disabilities in class attendance. Learn Weekly. Retrieved from https://www.cnki.com.cn/Article/CJFDTotal-XZHK201104202.htm
[12] Kalyanpur, M. (2011). Paradigm and paradox: Education for All and the inclusion of children with disabilities in Cambodia. International Journal of Inclusive Education, 15(10), 1053-1071.
[13] Laing RD. (2018). The Politics of the Family and Other Essays. Routledge.
[14] Love, H. R., & Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4), 204-216.
[15] Okongo, R. B., Ngao, G., Rop, N. K., & Wesonga, J. N. (2015). Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County, Kenya.
[16] PAHO. Children with disabilities more likely to experience violence. Retrieved fromhttps://www3.paho.org/hq/index.php?option=com_content&view=article&id=6998:2012-children-disabilities-more-likely-experience-violence&Itemid=135&lang=en.
[17] Peters, S. J. (2007). “Education for All?”: A historical analysis of international inclusive education policy and individuals with disabilities. Journal of Disability Policy Studies, 18, 98–108. doi:10.1177/10442073070180020601 .
[18] Renick, M. J., & Harter, S. (1989). Impact of social comparisons on the developing self-perceptions of learning disabled students. Journal of Educational Psychology, 81(4), 631.
[19] Sherry, M. (2000). Hate crimes against disabled people. Social alternatives, 19(4), 21-30.
[20] Sherry, M. (2016). Disability hate crimes: Does anyone really hate disabled people? : Routledge.
[21] Shephard, R. J. (1997). Curricular physical activity and academic performance. Pediatric exercise science, 9(2), 113-126.
[22] Singh, J. (2016). Inclusive education in India–concept, need and challenges. Scholarly Research Journal for Humanity Science and English Language, 3(13), 3222-3232.
[23] Singh, V. (2020). Social Welfare and Inclusive Education for Children with Disability Towards Social Inclusion: Dalit Children Experience. In Social Welfare in India and China (pp. 435-469): Springer.
[24] Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality. Cambridge Journal of Education, 44(4), 479-493.
[25] Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39(3), 473-490.
[26] UNICEF (1999). An Overview of Young People Living with Disabilities: Their Needs and their Rights: Working Paper Series. New York.
[27] Žižek, S. (2008). Violence. London: Profile books.
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
