I.

Introduction
Inclusive education has grown from the belief that
education is a basic human right and that it provides the
foundation for a more just society. All learners have a right to
education, regardless of their individual characteristics or
difficulties. Inclusive education initiatives often have a
particular focus on those groups, which, in the past, have
been excluded from educational opportunities. These groups
include children living in poverty, those from ethnic and
linguistic minorities, girls (in some societies), children from
remote areas and those with disabilities or other special
educational needs. The latter are often the most marginalized
both within education and in society in general. Traditionally,
disabled children and those with other special educational
needs have experienced exclusion, discrimination and
segregation from mainstream education and their peers.
Some are placed in separate classes or schools; many have
been denied access to education of any sort.
Inclusive education is not only concerned with disabled
children, or with finding an alternative to segregated special
schooling. Inclusive education encourages policy-makers and
managers to look at the barriers within the education system,
how they arise and how they can be removed.
These barriers usually include:
Attitudinal barriers, physical barriers, Inappropriately
curriculum, untrained teachers, inadequate funding,, poor
organization of the education system, and policies as barriers.

Attitudinal barriers are behaviors or perceptions that prevent

employees from communicating properly. Attitudes are
commonly formed by an individual's opinions or personal
feelings on a subject or person and can be difficult to alter.
Many people are not prepared to interact with people with
disabilities. They think that persons with disabilities lack the
skills needed to live in the community or to be educated with
non-disabled children. Physical Barriers the lack of wheelchair
ramps in school building, malls, parks, playgrounds,
washrooms, and public transportation is a main difficulty
identified by several students with disabilities when going to
school and public places. Undoubtedly, most school structures
do not respond to this requirement, some school are still
inaccessible to students in wheelchairs because mobility aides
like elevators , ramps, paved pathways , and lifts to get in
and around buildings are not available. Sadly, there is also
lack of facilities or assistive technology to aid children with a
particular type of difficulty. Inappropriate Curriculum the
curriculum must also smooth the progress of inclusive
education. However, the curriculum is one of the chief
impediments to the progress of inclusive system. It happens
because it does not meet the needs of a broad range of
diverse learners. Untrained Teachers the teachers competency
and attitudes can be the most important constraints for
inclusive education.
Teachers lack the required ability in dealing with students
within a specific category of additional or special need. This
reflects that the training and competency of teachers at all
levels are often not adequate. Inadequate Funding Insufficient

funding is a chief threat to the implementation of inclusion. It

is reflected in the scarcity of resources like insufficient
classrooms, inadequate facilities, lack of teachers, and dearth
of qualified staff, scarce learning materials, absence of
support. Significantly, insufficient funding can hamper
ongoing professional development that helps keep both
specialists and classrooms teachers updated on the best
practices of inclusion. Poor organization of the education
system is often centralized and can inhibit change and
initiative. Responsibility for decisions tends to be located at
the highest level and the focus of management remains
oriented toward employees, complying with rules rather than
ensuring quality service delivery. Another organizational
barrier is the lack of communication among administrators,
teachers, specialist, staff, parents, and students. As a result,
information on the number of students excluded from the
school system is lacking. Collaboration must also exist among
teachers, staff, and parents to meet students need and
facilitate learning at home. Policies as barriers Inclusive
education emerged by insisting that all children with special
needs be included in the traditional classroom. Before the
emergence of the inclusive system, it was the concept of
integration or mainstreaming which was practiced. The
concept of integration is based on integrating children with
disabilities according to their needs and severity of their
conditions. Some children with disabilities could benefit from
total integration, while others benefit from units, special class
or resource rooms and partial integration