Inclusion exercises the right of each individual to an apt and proficient education in a mainstream educational facility. The implication of this cause states that children who are born with physical or cognitive abilities, if mentally capable, must not be regarded as an exception to receive the same level of education other children are receiving. It also encourages values among children, in terms of respect and support towards their peers and the community. Scholars believe that an environment that promotes fewer restrictions allows students to greater exposure in interacting with diverse individuals (Farrell 2001).
This allows for a more equitable environment where SEN or students with Special Education Needs would be able to receive the same education as other children. This type of setting encourages everyone, regardless of impairment, to operate and learn through the same educational perspective. Inclusive education is not only beneficial for special education students, but for other students as well. Belonging to a diverse class would enable students to interact, understand and construct relationships with peers who are different from them. This removes the notion of discrimination as per usual means of segregations in classrooms, in terms of intellectual capabilities (Lindsay 2003). A school that follows a special education environment employs an instruction that involves techniques and exercises specific for students whose learning needs are not in coherence with the standard school curriculum.
The United Kingdom government has mandated laws that discourage the utilization of special school; instead, focus on the concept of inclusion. This form of education acknowledges each individual's right to fairness and society practises its responsibility of supporting those who have special needs, in their best interest (Mitchell 2005). Nature of an Inclusive Environment The effectiveness of inclusion is not only dependent on special education students, but various groups in the community should also partake in making inclusive education efficient. These are parents, teachers, support staff, instructors and whole general population. There are various concerns regarding inclusive education, one of which is that most parents of mainstream students feel that their child's growth will be limited when the class teacher would have to tend to those who are impaired. Mainstream students are those who participate in the prevailing values and practises in society, as opposed to SEN students (Pather 2007). On the contrary, the parent of a special education child might feel that her child would not be provided the extra attention and care that her child requires in a general mainstream education. There is also a possibility that the children would feel a sense of belongingness once accepted by peers, or would be a cast away if the inclusion isn't effective (Avramidis 2003). The nature of inclusion reduces the level of exclusion in mainstream classrooms, and engages the reduction of barriers in participation and education. It encompasses education of all levels, from preschool, elementary, high school, colleges and universities. The Centre for Studies on Inclusive Education asserts that others have a tendency to necessitate more support from their peers, which stakeholders must support (Lieber et al