Page 27 - Digital handbook - English

GUIDELINES FOR INCLUSIVE EDUCATION

01 Introduction to Inclusive Education

The term "inclusion" has many different meanings. We can interpret the concept as
acceptance and belonging to schools and other social institutions. As an educational

practice, inclusion for students with special needs means attending regular elementary
school and achieving knowledge standards in the general curriculum and other
extracurricular activities together with peers who do not have learning difficulties (Kosi
2020).
The achievement of the Sustainable Development Goals (SDGs), specifically Goal 4 which

aims to "Ensure inclusive and quality education for all and promote lifelong learning,"
hinges on addressing the global needs of children with disabilities. Without incorporating
their needs, these educational objectives cannot be fully realized (UN 2016). Inclusive

education namely ensures that all students, regardless of their abilities or disabilities,
have access to quality education.
In 2022, 27% of the EU population over the age of 16 had some form of disability.
According to Eurostat estimates, that equals to 101 million people or one in four people
adults in the EU. Further statictics show that 17.7% of people with disabilities aged 20-26

were unemployed in 2020, compared with 8.6% of people without disabilities from the
same age group. The rate of early school-leaving is double for people with a disability
compared to non-disabled people. Many young people with a disability attend special

schools and have difficulties accessing mainstream education and training: only 29%
obtain a tertiary degree (post-secondary education) compared with 44% of people
without disabilities.
To ensure that educational systems are accessible to all students, it is essential to adopt a
multi-faceted approach that addresses various barriers:

Physical barriers can be eliminated by redesigning school infrastructures to be universally
accessible, ensuring that buildings are equipped with ramps, elevators, and accessible

restrooms.
Communication barriers can be addressed by incorporating assistive technologies and
communication aids in the classroom, such as speech-to-text software, sign language
interpreters, and visual aids.

Cognitive barriers require the implementation of personalized learning strategies that
cater to diverse learning needs, including the use of simplified language, alternative
assessment methods, and the provision of additional time tasks. 27