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Nature and Characteristics of Inclusive Education

The following information on the idea and characteristics of inclusive education may be learned by carefully examining the given definitions.

It operates around the idea of inclusivity. i.e. including everyone, All pupils are therefore involved in this educational system in their local schools and general courses without any form of prejudice and taking into account their special needs.

Here, the initial choice for placement for any exceptional or impaired kid is the general education classroom in the neighbourhood school (that a student would attend if he/she did not have exceptionality/disability).
Here, children with special needs or disabilities may have the same age-appropriate educational opportunities as children without exceptionalities.
Children with all levels of exceptionality, disabilities, and normality are given opportunities to participate in group educational activities while pursuing personally relevant learning goals using the necessary teaching-learning strategies, supports, and accommodations to make inclusion successful for everyone.

It strives to include and include the education of handicapped children into the general educational system so that the needs and goals of both groups may be met without distinction or prejudice, allowing the education of the disabled and non-disabled to progress side by side.
Instead of dividing or segregating them as is the case when educating them in special schools or separate classrooms, it helps integrate handicapped children (now designated as children with special needs) into the mainstream of the educational system.
According to policy, inclusive education gives handicapped children the right to attend school alongside typically developing children without any distinction or prejudice.

By giving chances and integrating the impaired children into the academic, physical, social, emotional, and vocational education programmes of the schools, it aims to promote their overall development.
By removing their sense of inadequacy or limitation, or of being different and handicapped, it tries to help impaired children acquire the skill of living and become acclimated to real-life situations as autonomously as possible.
With inclusive education, students with special needs or disabilities are treated equally and integrated into the regular classroom. It teaches kids how to be independent, self-sufficient people who each make their unique contributions to the success of their communities and the state.

If special schools are founded in any nation, they are rarely numerous enough to accommodate all types of extraordinary children. Additionally, they are ineffective at integrating these kids into society. Therefore, it is widely acknowledged that the inclusive education concept is the only means to achieve the admirable objective of “education for all,” which was anticipated by UNESCO from all the governments of the international community.
Instead of expecting exceptional or impaired children to migrate and seek out these possibilities on their own, it seeks to bring desired educational options to their doorstep.
By all means, a foundation for exceptional/disabled children is provided by inclusive education in ways that are not feasible in special education schools and classrooms.

Given the nature and traits of inclusive education, it might be understood to refer to a system of instruction dedicated to providing every kid with the best education possible at the institution and classroom that they would ordinarily attend. Since the impaired kid would gain more from such integration and mainstreaming than from being placed in some segregated environment, support must go towards the child (instead of transferring the child to the services).