According to Sebba and Ainscow (1996) Inclusive Education can be defined in this way: “Inclusion describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils”.
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Inclusive education does not mean just allowing children with different abilities to attend the same general school without segregating them in “special schools”. It also means the integration of these children into the normal school and acceptance by the other children and the teachers of their differences and difficulties, which would later enable such children to integrate into the adult society. The children who are part of the inclusive education include not only children with physical and mental disabilities, girls from disadvantaged backgrounds, children with chronic illness like HIV, AIDS and so on, children of migrant labourers and from remote tribal areas, street children and working children and all other children.
Many researchers agree that the most important factors for inclusive education are the educational policies for the provision of inclusive education in all schools, creation of awareness and inculcation of the required skills in the teachers so that they are able to handle children with different abilities in the same classroom and the provision for support staff and other resources needed for this. However, some educationalists believe that children with different abilities should be allowed to attend the majority of classes in the general classroom and can resort to a resource room with specialist teachers for subjects in which they are placed at a disadvantageous position.
Booth and Ainscow (2002, pg. 3) define the following as the most significant features of Inclusive Education:
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