What exactly is “Inclusion Works”?
The overall purpose of Inclusion Works is to facilitate advocacy of inclusive education in Mainland China through engaging stakeholders (e.g. children and parents, teachers, policy-makers and advocates) in the advocacy process while providing them with powerful advocacy tools. The project will finally take the shape of a practical handbook consisting of examples of best practice in inclusive education from China and around the world.
Taking into account the current situation in China, this project has the following specific targets:
- It will provide an insight into inclusive education for disabled children and their parents.
- It will assist both prospective and experienced teachers to build up their own capacity and confidence to teach in an inclusive setting.
- In particular, it will share with advocates a broader and deeper view of challenges facing the implementation of inclusive education in China, such as what to do to convince policy-makers of the practical benefits of inclusive education, how to integrate community and school resources, and how to assist the transformation of special schools into resource centres.
- It will be a valuable reference book for policy-makers, most of whom have no access to systematic knowledge of inclusive education.
- For the general public, Inclusion Works will paint a comprehensive picture of what inclusive education actually looks like and how it can benefit all children.
The handbook will introduce best practice in inclusive education in various socio-political contexts. Rather than taking a general descriptive approach, Inclusion Works will highlight several aspects of each case and present them in an accessible style. On the one hand we will explain the broader context of each case (i.e. socio-political background, educational system, advocacy approaches used by civil society to introduce policy and practical changes, as well as challenges and solutions to the process of reallocating and transforming educational resources). On the other hand, we will present practical approaches and strategies for teachers who are working, or hoping to work, in inclusive classrooms. However, this will not be a teaching manual; it will be an advocacy tool to demonstrate how inclusion can work effectively, presenting examples of best practice and showing how inclusive education can be as successful in developing countries as in more wealthy western contexts.