The conceptualization of disability is influenced by traditional life; hence understanding a given culture’s attitude toward disability requires consideration of their traditions, beliefs, and values. Traditional views, including those rooted in magico-religious ideologies, may lead to misconceptions and a lack of understanding of disabilities and how such attitudes affect people with disabilities. These misconceptions have implications for how children with disabilities are cared for regarding their learning needs and treated in their communities in general. 

Negative Attitudes Influenced by Traditional Beliefs and Culture

- Negative attitudes influenced by traditional beliefs and culture
- Lack of statistics on the number of persons with disabilities
- Inadequate funding
- Lack of cooperation among administrators
- Adopting difficult-to-implement policies


University of Notre Dame

The aim of inclusive education is to help people with disabilities live independent lives in their communities by allowing them access to equal educational and social opportunities. It eliminates discrimination in education by approaching differences with consideration, patience, and compassion. 

Aim of Inclusive Education

Abosi, O., & Koay, T. L. (2008). Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education. International Journal of Special Education, 23(3), 1–10. 

Attaining Developmental Goals of Children with Disabilities: Implications for Inclusive Education

Developing countries first encountered educational efforts toward people with disabilities with the help of missionaries. Since then, local governments and communities have given more attention to the learning needs of people with disabilities. However, the topic of the acceptable approach to such education has been debated. Two predominating approaches have popped up: the special school approach and integration, with the latter being the most adopted. 

Background of Inclusive Education Across the World

Barriers to Education for All

Absenteeism and exclusionary discipline are correlated with lower academic achievement and an overrepresentation of people with disability in the juvenile justice system. Students with disabilities experience higher rates of chronic absenteeism and exclusionary practices due to many factors including community factors, social disengagement, and a lack of proper educational accommodations. Notably, behavioral factors are not only drivers of the SWD-GEN discipline gap.

Learn Before

Related

Learn After