Exclusionary Side Of Inclusive Education

Inclusive education has become a buzzword in policy-making, discourse, curriculum, and even in practice. At the other end of the spectrum, it can be ironically observed that a person who is unable to walk goes to forums to listen to long speeches on inclusivity, where the way to the conference hall starts with towering staircases. Universities teach inclusivity courses for an entire semester on the third floor of collegiate buildings with no elevators or sloped accessways. A 10-year-old kid is isolated in the classroom not because of any disability, but because he lacks confidence around taller students. The teachers themselves ridicule certain students through name-calling and mocking their appearance in front of the class. 

A recently turned 18-year-old boy becomes the laughing stock simply because his walk, speech, and body language do not resemble those of others. In general understanding, inclusion refers to the process of embracing diverse populations regardless of their condition, often interpreted as including marginalised communities or those who are isolated. The purpose is to integrate them into the community, as they can also contribute to generating meaningful results through their participation. Inclusive practice has long been considered a catalyst for social transformation, as diversity creates a synergistic impact. 

Connecting the disconnected

The concept of ‘connecting the disconnected’ helps fulfil the purpose of building rapport and participation, and ensuring equal opportunities for all kinds of learners, irrespective of disability, gender, tribe, financial status, language, socio-cultural situation, and so forth. Nonetheless, in a conventional educational system, the practice was initiated to segregate the underrepresented group, especially people with disabilities and alienated from the so-called normative society. Such specific communities used to have discrete educational institutions through the special education system and had similar resources. 

However, the practice was guided by the preconceived notion of the moral interpretation of disability, conventionally considered a taboo or a social stigma. The stigma was built in as people believed that it was a result of karma and considered it a sin. The modern concept of inclusive practice, especially in the post-modern era, has helped clarify the importance of differences. Diversity among humans is an inevitable form of nature and does not have any repercussion. It leads to integration of multiple ideas, thought processes, culture, values, norms, and nuances from their respective backgrounds. 

Learner participation has gradually increased across different educational settings due to the growing encouragement of inclusive practices. This also aligns with the broader vision of the Sustainable Development Goals (SDGs), particularly SDG 4, which emphasises inclusive and equitable quality education for all. Conversely, there is always an exclusionary side of inclusion, which is not talked about much. An inclusive classroom has a mini community influenced by social and aesthetic inclusion, basically when acceptance is influenced by economic status, appearance, body type, intelligence, communication, confidence, and so on. 

The term ‘disconnected’ became popular during the late 20th century, which primarily referred to learners who experience isolation due to health-related factors, such as physical and mental health conditions, trauma, psychological disorders, bullying, emotional distress, and other circumstances. The majority of research on understanding disconnectedness concludes that the absenteeism of students solely reflects the status of exclusivity. 

However, it is important to understand that absenteeism or the biological absence of a learner alone is not sufficient to determine the status of disconnectedness. Some learners might be physically present, but their mental faculties may not synchronise with the academic environment, or they may not be able to grasp knowledge as expected. For example, a dyslexic learner might have perfect attendance in the classroom, yet he/she may be mentally absent and unable to align with the ongoing academic pursuit.

The ongoing inclusive approaches in Nepal act as a bridge to reconnect learners with a non-prejudiced learning environment, which helps them participate, ultimately enhancing their confidence, consistency, sense of belonging, and academic engagement. It also clarifies that presence is not always equivalent to quality education; rather, active participation prioritises true involvement, fruitful learning, and holistic development. Hence, inclusion is not limited only to presence but goes beyond physical placement in the classroom, eventually making disconnected learners feel welcomed, valued, and respected. 

Differences

Previous theories of inclusion viewed differences as an individual deficiency that consequently demanded separation from the mainstream. Nonetheless, post-modernism has emerged as a paradigm shift towards the understanding that exclusion is created by the barriers imposed by society, entirely defying the philosophy of individual impairment. For example, in terms of education, several hindrances such as rigid curriculum, poor assessment methods, absence of disabled-friendly infrastructure, inaccessible or impoverished learning environments, discriminatory practices, and so forth are considered barriers. Ultimately, it reflects the lack of preparedness to address the students.

Exclusion is not always necessarily structural or disability-based. School actors often prioritise conformity over individuality, which contradicts the principles of modern inclusive practice. Teachers are often boastful about the number of training sessions they have received in pedagogy and classroom management, yet emotional intelligence and literacy in inclusion remain limited. 

These days, it is crucial to address those learners who face emotional disconnection, loneliness, and social withdrawal. It can be resolved through counselling, by helping them express their feelings safely, building confidence, developing coping strategies, and practicing active listening, empathy, and peer support. Therefore, inclusive practice is to be understood as discouraging the concept of “one size fits all”. It is about transforming the system to include every learner through personalised support. 

(Sharma is an alumnus of Harvard Kennedy School Executive Education in AI and Policy.)