What are the different models of Inclusive Education

Regarding the methodologies and definition of inclusion that should be put into practise in various educational or learning contexts, there isn’t a clear consensus in the field of special education. While some academics and philosophers in this field are ardent advocates of a fully inclusive paradigm (full-time placement of all students with disabilities/exceptionalities alongside classmates without impairments), others are in favour of partial inclusion or any level of integration into the mainstream. Thus, the complete and partial inclusion of impaired children in the mainstream may serve as a foundation for various types or models of inclusive education. Let’s get a quick rundown of these two categories of inclusion suggestions.

Model of Full Inclusion:

The idea of inclusive or integrated mainstreaming education mandates that students with exceptionalities or disabilities get instruction in ordinary classrooms and schools in a manner and to the same extent as do children without disabilities. Full inclusion is the word used to describe it. In actuality, this full inclusion model advocates for the full-time participation of all kids, regardless of their exceptionality/disability or normalcy circumstances, in a regular classroom and school programmes (curricular and co-curricular). In such an environment, each individual kid receives all kinds of services for assistance in accordance with their exceptionality and normality.

Models of Partial Inclusion:

Although theoretically possible, complete inclusion does not really make sense from the perspectives of both children with disabilities and children without disabilities. Thus, efforts are made to find forms of integration that could function effectively given the current environment, available resources, and the requirements of both impaired and typically developing children. It is known as education that is partially inclusive. Its methods and ways of working might change.

  • Students with disabilities attend regular lessons with their able-bodied peers. Within the confines of the classroom, they get the necessary assistance from the teacher, a special education specialist, and an itinerant teacher without interfering with the education of the non-disabled students. However, in addition to attending ordinary courses during the working day alongside their classmates who are not impaired, they also have the chance to attend and utilise the services of the resource room/special classes for some time or periods of the school schedule/day of the week.
  • Students with disabilities attend courses specifically designed for their special education, but they also take part in all other programmes and activities for personality development, such as athletics, literature, and other extracurricular activities.
  • Kids with disabilities attend special schools designed specifically for their special education, but they also have chances for academic, social, and societal engagement with students without disabilities in standard educational settings.
  • In a reverse paradigm of inclusion and integration, many typically developing children are periodically paired with handicapped children in order to foster academic and extracurricular engagement and to better understand and accommodate one another’s unique requirements.

In order to educate children who are exceptional or disabled, several inclusive education methods are used while taking into account the degree of their disabilities. They are given a free or constrained environment for learning, depending on the availability of an inclusive or integrated education in a given context.