Inclusive Education in Higher Education Institutions: A Comprehensive Review of Key Components and Framework for Implementation

Vimi Neeroo, Lockmun-Bissessur and Martin, Samy and Swaleha, Peeroo (2024) Inclusive Education in Higher Education Institutions: A Comprehensive Review of Key Components and Framework for Implementation. Journal of Business and Social Sciences, 2024 (15). pp. 1-9. ISSN 2805-5187

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Abstract

Inclusion' in education, central to Sustainable Development Goal 4 within Agenda 2030, has gained global prominence. However, its meaning varies widely due to diverse local interpretations, leading to inconsistent practices. The complexity and lack of comprehensive global documentation of the concept often results in confusion, with different stakeholders assigning different meanings to it. This ambiguity challenges the effective implementation of inclusive education policies worldwide. This paper aims to outline the various components of inclusive education, drawing on a comprehensive review of the literature on this concept. The resulting framework is designed to guide educational institutions in implementing effective inclusive practices. Initially, inclusive education was mainly associated with catering for students with disabilities and bridging the gap between special education and mainstream education. However, the concept of inclusion is much wider in scope. The right to inclusive education is now defined as a process that shapes culture, practice and policy within the educational setting. Inclusive education aims to address the diverse needs of individual students, and to remove barriers that hinders the presence, participation and achievement of learners. An inclusive approach places emphasis on providing support to groups of learners who may underachieve or be marginalized or excluded. This paper identifies key core features of inclusive education through an extensive analysis of literature and studies focusing on its practical implementation and monitoring. These features cover various aspects, including the education and learning environment, teacher support, a whole person approach, respect for value of diversity, stakeholder consultation and collaboration, partnerships, financing, monitoring and sharing of expertise and resources. The latter components form a comprehensive framework for understanding and implementing inclusive education practices. Implementing inclusive education effectively requires a shared understanding of its meaning. This paper addresses this challenge by presenting a structured framework of inclusive education components. By providing this practical guide, the paper aims to facilitate the implementation of inclusive practices across diverse learning environments. The proposed framework serves as a valuable tool for institutions seeking to enhance their inclusivity, thus supporting the realization of Sustainable Development Goal 4.

Item Type:	Article
Uncontrolled Keywords:	Inclusion, inclusive education, SDG 4, Educational institutions, Educational policy
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education
Depositing User:	Unnamed user with email masilah.mansor@newinti.edu.my
Date Deposited:	26 Nov 2024 02:07
Last Modified:	26 Nov 2024 02:07
URI:	http://eprints.intimal.edu.my/id/eprint/2042

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