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Inclusive education is one of the policy agenda in the developing countries education systems. The Attitudinal and Institutional aspects of inclusive education have been embraced by most educational agencies. The disabled people are not the only category of people to be included (Wedell, 1981) .This paper will highlight the significance of the policies and the major interventions in promoting inclusive education. The process of introduction of these policies of inclusive education has been underpinned by a very complicated process of social change.
Attitudinal and Institutional dimensions of inclusive education
Inclusive education forms one of the rapidly growing aspect of education that provides information on the imbalanced nature of education reforms that both the developed and developing economies are striving to reduce the challenges that the reforms in education (United Nations, 2006).This helps by providing a useful guide to strategies of the educational change that addresses the causes and the consequences that follows the vice of exclusion as laid down in the holistic framework of education as one of the fundamental human rights.
The concepts and the practice of the inclusive education has been limited to students of who have been examined and proved to have special needs, this implies either physical and mental disability. Remedial and corrective measures that involve the establishment of special schools and programmes. The education systems in most parts of the world tend to marginalize the students with different special needs and sometimes, they are segregated. The nations should seek remedies for these; a good example is the governments in the countries of the Organization of Eastern Caribbean States (OECS) that for approximately 18 past years they have been building upon an international Momentum that supports comprehensive education policies (UNECSO, 1990).
In the modern school context, the term inclusion is expanded to mean the act of effective schooling. It has been properly defined to not only to refer to the needs of children that have impairments. This is partly to avoid contaminating of the mainstream educational praxis with "special education intervention or differentiation" as (Pugach & Warger, 1996). Says. This is one way to encourage the critical exporting of ideas and knowledge from the experts to educational sectors of the developing economies, the importance of the awareness of the current trends in the educational systems of the world, contrary to the past it follows that the improvement of the education systems. According to Warnock, (2005) a more genuine and effective means for sharing of the experimental knowledge gained from the lessons learnt in the future concerning the developed economies of the countries have created the need to learn from the advanced institutions about overcoming the resource barriers, as the resources of these economies become more over-stretched. The following are the selected ways that can help to improve the process of inclusive educational learning.
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Use of the Teacher and the pupils as the greatest resources that are readily available for promotion of inclusive education (UNESCO, 2001). This is the true case in many contexts, but more so it is used in the cases where there are impoverished standards like in the rural areas of Africa and Asia, in such areas school buildings are in a very poor condition and the available teaching materials are very scarce and the teachers have partial training in the basics. There should be the provision for diversified needs and academic achievement as Armstrong, (2005) stated.
Building on the existing practice
In case of the developing countries, the lessons that are learnt from the (Nixon Et al 1997) under the Special Classroom Needs project will help in indicating the and finding the ways in which better use of the local knowledge can be made and building on the already existing practices hence forming the basis where all the subsequent development starts `..need to retrace the development of inclusion back to the radical beginnings of the inclusion movement' as (Fenwick, 2001).
Teachers tend to invariably know more than what they are entitled to use.
Teachers need to be given maximum support to learn and gain experience from their own creativity and from their colleagues, helping the teachers to become reflective and innovative practitioners (Ainscow, 1991) through building concepts from what they already know. They should be given time to comprehend and figure out what they understand on the work. This way will enable teachers them to take more responsibility in the efforts for professional development.
Use of the Schools as a way of problem-solving tool
At an organizational level, the Problems should be seen as the opportunities for a more collaborative type of learning. The context of a collaborative problem-solving makes use of children with impairments, or those that require 'special needs' these are the opportunities that can engage the whole organization in a developmental learning.
Children with special needs should be identified and proper attention directed towards meeting their needs, the special educational needs should be employed in extending the educational rationale to avoid failure in the implementation of the educational system policies. It was stated that, "disability is an evolving concept." (UN, 2006, P.1) This is in line with the strategies to curb social marginalization and the denial of the opportunities that bridges the gap with the unsuccessful within the ordinary schooling system. When taken in this manner, the disability idea seems deflect attention as (UNESCO, 1999).
"From the fact that it is failure in the education apparatus by those whose concern it should be to provide an inclusive curriculum, and to provide teachers with a sense of competence in such a curriculum, which constructs the politics of integration (Robertson, 2006).
Special education needs has its embedment in the social class, gender and the race all forming a special trinity. However, the importance of these three factors has always been dealt with by many by several sociologists from the period of the 1970s spanning onwards (Young, 2000).