It is therefore necessary to understand the context of policy that aimed towards better inclusive educational practices. In particular, systematic attention and more comprehensive criticism of how particular policy texts abstractly construct notions of inclusion in global, national and local settings make sense of whether and how values inclusion works in current environment (Hardy & Woodcock, 2015).

International inclusive educational policies

There is various international inclusive educational policy under multiple international bodies, to name a few are the “Salamanca Agreement” (1994) by UNESCO. This was an agreement among 23 international and 92 government organizations and its motive is to support and promote the inclusive education with the focus on students’ enrollment in the schools. Another policy titled as “UNESCO Policy Guidelines on Inclusion in Education” (2009) which states that not only students should enroll in the schools but also schools needs toe be operationalize in the inclusive setting that enhances the scope of the previous policies and cater students’ needs in better way. In addition, OECD, the best in the area of International Student Assessment tests, also develop several inclusive educational policies such as “Inclusive Education at Work: Students with Disabilities in Mainstream Schools” (1999) and “Equity and Quality in Education: Supporting Disadvantaged Students and Schools” (2012). The focus of OECD is to promote education that in result will benefit the economic and social wellbeing of the society around the globe.

National inclusive educational policies

In the perspective of national level, there are many countries that develop policies nationally and promote the inclusive education. Few examples are as follows:

• Australia is a country of multilingual people which consider education as a basic necessity for all but still there are certain demarcations in the educational policies of the Australia like there is a policy known as “2010–2020 National Disability Strategy” (Commonwealth of Australia 2011) which stated that there is need to increase the enrollment of disable students in the schools.
• Canada is a country which experience diversity in its all means, has divided the responsibilities of the country and its provinces. Generally, the provinces are responsible for the implementation of educational policies of its respective community. But on national level, there are few generic educational policies such as “Inclusive Policy and Practice in Education: Best Practices for Students with Disabilities” (2004). This indicates that Canada provide some privilege to students with disabilities than other group of the students.
• In England, there is policy known as “Inclusive Schooling: Children with Special Educational Needs” (2001), that stated the inclusion of education in the school setting in the context of England.
• USA has a dedicated and separate educational policy framework design for all level. Few policies of USA are “Education and Inclusion in the United States: An Overview”, “A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (2010) and “Individuals with Disabilities Education Act”. The focus of USA is to provide equal educational opportunities to all the students.

In the sight of inclusion, there is no any distinction among the students (eligible or ineligible) for inclusion, inclusion is for everyone. Another necessary thing is that it is an essential for inclusive education that the education of teachers should be fully inclusive in nature otherwise, the respected teachers are unable to teach inclusive education to students in proper way (Cologon, 2019). As, there are various evidences that inclusive education results in better quality of education for both normal student and disable students (Cologon, 2019).

Barriers to inclusion

 Inclusive education has been criticized because it cannot deliver that which it promises to do so. Nonetheless, promises about inclusive education that are not to be fulfilled what they actually offer and instead different type of exclusion such as micro and macro are presented in such a way that it seem as a inclusion. This is a serious issue with the inclusive education and charge a very high cost (Cologon, 2019).

Students and their families shows a distinctive way of experiences and it is generally observed that policies related to inclusion is not enough to save from exclusion, there is a need to take quick actions by professionals like teachers and concern communities in order to support inclusion and develop partnerships with the families of the students that in result reduce and eliminate the risk of exclusion. Moreover, families of the students with disabilities faces more serious challenges in terms of protection of the inclusive education as they are highly resistance in this regards. It is not necessary that if the student enters the gate of the school then he/she must be welcome in a good way to the inclusive education system, there are several students who face discouraging behavior in the school or by the teachers which in result shutter their self-confidence and students go in the state of distress. These are not the example of inclusive education which students and their families perceive, these are the behavior which generated due to the exclusion.

These types of misunderstandings of inclusion with exclusion are considered as great barrier to the realization of the actual and real form of inclusive education. Therefore, learning and participation of students in education hinder when they experience barriers (Booth & Ainscow, 2011). In addition, it is not necessary that barriers are only present within the premises of the school but it may be present outside the school like in families and communities from where students belong and in the policies of national and international level (Booth & Ainscow, 2011).

Many major advocates of the inclusive education show ableist attitudes that discourages students many students who experience disabilities. These type of negative attitudes are also key barrier in the way of inclusive education. Literature on inclusive education shows that role of teachers is equally important as confident teacher with good competency in inclusive education provides a positive support to the diverse group of students. In this regard, the environment and culture of an education setting also contributes a lot in the learning of students (Kasa-Hendrickson & Kluth, 2005).

There are also few other concerns that limit the scope of inclusive education such as availability of inadequate resources and information, inappropriate preparation of teachers and fixed course schemes etc. moreover, equal distribution of available resources is also a common barrier in the way of inclusive education, specially a country like Australia. Therefore, there is need of proper planning and policy making that address these barriers and avoid any ableist attitude in the process of inclusive education.

References

Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE), Rm 2S203 S Block, Frenchay Campus, Coldharbour Lane, Bristol BS16 1QU, United Kingdom, England (24.50 British pounds).

Cologon, K. (2019). Towards inclusive education: A necessary process of transformation.

Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294.

Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141-164.

Jaafar, A. (2016). Idris Elba Posts Full Text of Powerful Diversity Speech Online. Deadline Hollywood.

Kasa-Hendrickson, C., & Kluth, P. (2005). " We Have to Start with Inclusion and Work it Out as We Go": Purposeful Inclusion for Non-Verbal Students with Autism. International Journal of Whole Schooling, 2(1), 2-14.

Morton, M., Higgins, N., MacArthur, J., & Phillips, H. (2013). Introduction to the special issue–making inclusive education happen: Ideas for sustainable change.

Omeri, A., & Raymond, L. (2009). Diversity in the context of multicultural Australia: Implications for nursing practice. Contexts of nursing: An introduction.

Rahman, K. (2013). Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students. Discourse: Studies in the Cultural Politics of Education, 34(5), 660-672.

Rizvi, F., & Lingard, B. (2009). Globalizing education policy. Routledge.

Taylor, S., F. Rizvi, B. Lingard, & M. Henry. 1997. Educational Policy and the Politics of Change. London: Routledge.