Francis R. Ackah-Jnr


The aspiration to inclusive education has increased significantly following the promulgation in 1994 of the Salamanca Statement and more recently the recognition of the 2030 Sustainable Development Goals. Inclusive education is a best practice, policy and provision in education systems and schools. Orientations to inclusive education are important since they shape practice implementation. This paper explores the rationale and critique of inclusive education. Evidentially, the critique professes measures such as evidence-based practice, teacher professional development and effective resourcing as important to enhancing inclusive education. The paper argues that beyond the criticisms, inclusive education remains the best educational alternative for promoting equitable, socially just and value-oriented practice in schools and education systems. It suggests ‘accelerated inclusive education’ as a best practice for achieving comprehensive inclusion especially for those with disability or marginalised in schools and society. The paper provides some implications for inclusive education practice in developing countries.


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inclusive education, conceptualisation, rationale, critique, practice, schools, education systems

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