Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs

3 - Conceptions and Challenges within the Inclusive Asian Classroom

3 Conceptions and Challenges within the Inclusive Asian Classroom Hoi Yan CHEUNG and Leng Han Martha HUI This chapter discusses a number of important questions regarding the challenges in implementing inclusive education in Asia, including: • How is inclusive education defined in Western and Asian countries? • What are the philosophies of inclusion in Asian countries? • What are the differences between integration and inclusion? • Why is the Salamanca Statement so important for Asian countries? • Why is it difficult to implement inclusive education in Asian countries? Introduction Although inclusive practice originated in the West at least two decades ago, various conceptions of inclusion in education continue to be adopted around the world. Inclusion has been implemented in one form or another in many countries, with its development in Australia, Canada, the United Kingdom and the United States of America generally considered to be the most mature. Inclusion is both a philosophical approach to education — highlighting the need for equitable educational opportunities for all children, irrespective of disability — and an educational practice. As a philosophy, it faces many challenges, particularly from forces which stress the maintenance of high academic standards and accountability and, of course, from economic rationalism due to globalization (Kirk et al., 2006). Many studies in the West have focused on the underlying philosophy driving inclusion, and on strategies for implementing it effectively. Although this has led to a better understanding of why inclusion should be adopted, there is continuing debate about how, when and for whom it can be made most effective (Kirk et al., 2006). 66 Hoi Yan CHEUNG and Leng Han Martha HUI While the significant outcomes of inclusion in the West have encouraged Asian parents, educators, researchers and governments to investigate whether or not it is a viable approach in their schools, inclusive education is still at the early stages of implementation in many Asian countries, such as China (including Hong Kong), Thailand, India, and Vietnam. Making an in-depth assessment of the progress made toward inclusive education in these countries presents difficulties as in some cases the amount of accessible information on practice is limited, and its philosophical basis is not always clearly articulated. This chapter begins by introducing Western conceptions of inclusive education, and then examines the challenges faced in attempting to implement inclusion in a number of Asian countries, particularly those with a Confucian-heritage culture. From Salamanca to Asia This section discusses how Western conceptions of inclusion, as exemplified in the Salamanca Statement (1994) — which was supported by delegates from ninetytwo governments and twenty-five international organizations (Lindsay, 2003) — have been extended into Asia. Western conceptions of inclusion Inclusive education is a developmental approach which seeks to address the learning needs of all children, youths and adults, with a specific focus on those who are vulnerable to marginalization and exclusion (UNESCO, 2005). In 1966, the United Nations’ Convention on Economic, Social, and Cultural Rights issued a policy statement, which became an influential document in support of the basic right of people to receive an education (Mitchell, 2003). Article 13 of the statement (p. 261) declared that : • The right to education is a fundamental precondition to human development and a basis for human dignity; • Everyone, regardless of perceived learning potential, has the right to an education. This concept of human rights in education became an international trend in the 1970s, and led educators to develop the concepts of integration and, later, inclusion. This is illustrated in the principles of inclusion outlined in the United Nations Convention on the Rights of the Child (p. 262), in which eight of the nine principles are statements of human rights: Conceptions and Challenges within the Inclusive Asian Classroom 67 • The right to life, survival, and development; • The right to health and medical care; • The right to a home; • The right to play; • The right to protection from economic exploitation; • The right to protection from sexual exploitation; • The right to a full and decent life which promotes self-reliance and active participation in the community; • The right to education; and • Equal opportunity to all for compulsory primary education. However, following these principles has been by no means straightforward, particularly when those involved were not familiar with the concepts of integration and inclusion and might not be able to distinguish between these two concepts. The differences between integration and inclusion The growing awareness of the right to educational opportunities of children with special educational needs (SEN) was prompted by...