The issues of the disabled and disadvantaged people have been recognised and voiced at various levels and the social implications of the exclusion of the children of ethnic communities has been the centre of similar discussions and researches. The inclusion of the disabled children in education process is prime concern of every community irrespective of national boundaries. "According to the World Bank, more than one third of children out of school have a disability, and fewer than 5% of children with a disability reach the Education for All (EFA) goal of primary school completion the only way to achieve quality education for persons with a disability is to inextricably link processes to include them into broader processes of educational reform." (Richler 2003).
The issue of the ethnic group also has got a great relevance as a serious topic for research. Therefore, the research relating to Inclusive Education will cover the general area of disabled students with the various issues related to their inclusion in the social programs like special education. Within this general framework, there is ample opportunity to relate include the issues of the children from ethnic community which maximises the scope of the research undertaken. However, the possible failure of this broad area will need to be particularly maintained in equilibrium to keep the research socially relevant and universally significant.
In the identification of the area of research, the most relevant consideration has been the issues of the inclusive education for children with disabilities and this research area has a universal appeal. When the issues as reflected in the cases of disabled children from the ethnic groups in inclusive education, for specific treatment, the research paper ultimately attains social relevance. The research in the field of Inclusive Education needs to gain universal recognition as the most pertinent issues such as the issues of the children with disabilities. It is noteworthy that these issues are many often vaguely addressed in analyses and studies. As the statement of the World Bank on disability and education points out, these are matters which determine the universal nature of education. "An estimated 40 million of the 115 million children out of school have disabilities. If they are not included into schools the goal on universal primary education cannot be obtained." (Inclusive education for children with disabilities). The issues of the ethnic boys' inclusion in universal education process has a scope just as the issues of the disabled children have, and this can be best utilised for the inclusion of these specific issues of the ethnic group in the general framework of the research undertaken. This scope is clear from the following observation of the World Bank on the Uruguayan Experience. (As "inclusive education" tends to contribute to quality education for all, the benefits are not limited to those children with a
In the transformed circumstances of the world in the background of education and the theories of universal education, in which the possibilities of the progress in global education is often emphasised, the scope for inclusive education is greater. "The concept of inclusive education involves the practice of including every one, irrespective of talent, gender, disability, socio-economic background, or cultural origin, in culturally and linguistically responsive schools and classrooms where educators work together to meet the needs of all their students." (Physical therapy continuing education…
According to the paper inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn”. Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk.
As per the book title is given (Teaching students with special needs in inclusive setting) it is clear that the authors of this book have made their point clear about teaching students irrespective of whether a student is physically handicap.
Taking this into account, a particular individual is expected to raise various perspectives and viewpoints on issues pertaining to the relationship "education-society". Central questions coming out of the same would be:
1. As we know that the society itself is very important for inclusive education, so, how should the problem of inclusion be approached with a regional perspective while taking into account the various social factors while demystifying the apparent relation between inclusive society and inclusive education
The constitution of Italian republic assigns the legislative rights to the senate of elected members by the people and the executive rights to the Government. But the Government can also exercise the legislative powers, under the delegation of senate, due to some necessity.
The quality of teaching, the standard of research activity, increasing enterprise and entrepreneurship has become the mark of this sector. To advance these latter activities, universities have established strong collaborative ventures with regional development agencies, governmental offices and a range of private, voluntary and public sector organizations.
There is a need to unravel the true definition or the most acceptable of inclusive education. Additionally one needs to assess whether or not inclusive education has brought positive changes. The negative consequences need to be analysed too. A thorough discussion on inclusive education must not neglect the need for parental involvement and roles played by teachers to facilitate the transition.
Inclusive schooling intends to ensure that there is equal access to the various educational programs by all the students and also regular classroom setting. It is through inclusive schooling that students are in a position to get educational programs which are offered in their regular classroom setting hence increasing their potentials to succeed in education.
In this paper, it is investigated the relationship between social and educational inclusion, or the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities. The inclusion of the disabled children in education process is prime concern of every community.