Historical Perspective of Inclusive School
Introduction
Inclusive education, as we know it today, is the result of decades of advocacy, research, and
policy development. The concept of inclusive schooling did not emerge overnight. It evolved
through various stages—from exclusion to segregation, to integration, and finally to
inclusion—reflecting changes in societal attitudes, legal frameworks, and educational
philosophies. Understanding this historical progression is vital to appreciating the current
inclusive practices and the challenges that still remain.
1. Era of Exclusion (Pre-19th Century)
Before the 19th century, children with disabilities or special needs were often excluded entirely
from education and public life. They were either kept at home, placed in asylums, or left to
survive on the margins of society. Education was viewed as a privilege reserved for the "able-
bodied" and "normal," and there was no state responsibility to educate those with physical,
intellectual, or emotional impairments.
Many children were considered "uneducable."
Disabilities were often seen as a curse or punishment.
Institutionalization was common, especially in Europe.
2. Segregation Era (19th to Mid-20th Century)
With the rise of modern nation-states and scientific thinking, the 19th and early 20th centuries
saw the establishment of special schools for children with specific types of disabilities (e.g.,
schools for the blind, deaf, or mentally challenged).
Key Features:
Children with disabilities were educated in separate institutions.
The goal was care and training, not integration into society.
While some progress was made in pedagogy, social stigma remained high.
This era introduced a medical model of disability, which viewed disabilities as deficits or
problems within the individual that needed fixing or treatment.
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3. Integration Era (1950s–1980s)
The mid-20th century marked the beginning of integration or mainstreaming, where children
with disabilities were placed in regular schools if they could keep up academically or
behaviorally. This was a reaction to the growing human rights movements and a shift in public
attitudes toward equality.
Important Developments:
Post-World War II human rights movements advocated for equal opportunity and education.
Special needs children were "allowed" in regular schools but were often segregated within
them (e.g., in resource rooms).
The responsibility was on the student to adapt to the system, not the other way around.
Though integration improved access to education, it still lacked full participation and support.
Students were often physically present in regular classrooms but socially and academically
excluded.
4. Emergence of Inclusive Education (1990s–Present)
Inclusive education gained prominence in the 1990s as a human rights-based approach that
promotes equal access, participation, and success for all students, regardless of ability,
background, or need.
Key Shifts:
From the medical model to the social model of disability.
Schools began to change their systems to accommodate all learners.
Focus shifted from "fixing the child" to removing barriers in the learning environment.
Influential Events and Declarations:
Salamanca Statement (1994) by UNESCO: A landmark in inclusive education that called for
schools to accommodate all children regardless of their physical, intellectual, social, emotional,
linguistic, or other conditions.
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006):
Recognized inclusive education as a fundamental right.
Sustainable Development Goals (SDG 4): Emphasizes inclusive and equitable quality education
for all by 2030.
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5. Inclusive Education in India: A Brief Timeline
Pre-independence: Limited attention to education for children with disabilities.
1970s: The government began programs for special education (e.g., National Institute for the
Mentally Handicapped, 1984).
1986: National Policy on Education emphasized integrating children with disabilities into regular
schools.
1995: Persons with Disabilities Act advocated for integration in schools.
2009: Right to Education (RTE) Act guaranteed education for all children, including those with
disabilities.
2016: Rights of Persons with Disabilities (RPWD) Act aligned with the UNCRPD and made
inclusive education a legal mandate.
2020: The National Education Policy (NEP) reiterated the commitment to inclusive and
equitable education.
6. Current Scenario and Continuing Challenges
Despite progress, inclusive education is still not universally practiced. Many schools continue to
lack:
Trained teacher
Accessible infrastructure
Learning aids and assistive technology
Sensitivity toward diversity
Moreover, societal attitudes and deep-rooted stigma toward disability and difference remain
obstacles.
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Conclusion
The historical journey of inclusive schooling reflects a broader transformation in our
understanding of human dignity, equality, and diversity. From being excluded and
institutionalized, children with disabilities are now recognized as rightful participants in the
educational mainstream. While the road has not been easy and significant gaps remain, the
commitment to building inclusive schools represents a crucial step toward creating a just and
equitable society.
The future of inclusive education depends not just on policies and laws but on changing
mindsets, empowering educators, and fostering empathy in our classrooms. With continuous
efforts, inclusive education can become not just an ideal but a reality for all.
