The purpose of this chapter is to map practical thinking for establishing inclusive schools. In many countries, inclusive education is seen as part of general education reform so that all children are accepted in regular schools. They are valued. Differences and diversities brought by them become a norm rather than an exception. Curriculum and pedagogy are geared to respond to diversities. In this chapter, the experiences drawn from documents developed in Australia, America, Britain and by UNESCO are presented. A model for making a beginning to establish an inclusive education school system in India has also been presented.


Under the AUSAID programme of capacity building for teachers in establishing ...

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