Inclusion means a commitment to educate differently abled children in mainstream schools. It entails ensuring that relevant support services are introduced to mainstream schools as and when needed. Closely linked is a mainstreaming approach that only allows the differently abled access to regular classrooms once they are perceived as ready. These approaches are diametrically opposed to an alternative viewpoint that focuses on sending differently abled students to areas with available support services. Rather than being introduced to regular educational facilities, differently abled individuals are educated in centres that are considered equipped to cater to their needs.

There are of course proponents of views from all sides of the argument. But for Dr. Eman Gaad, Executive Director and Head of Education Committee for the UAE Down Syndrome Association, the matter could not be more straightforward. “Inclusion education is the only utilitarian and ethical way to ensure that differently abled learners play the most active role they can in society,” she says.

“As far as I am concerned, inclusion is basically a sense of belonging.As a direct extension of the concept, inclusive education would mean that differently abled students would be involved, and associate a sense of belonging, with regular schooling environments, or the schools they would have otherwise have attended had they not been differently abled. Learners should have access to the neighbourhood school regardless of race, gender or ability. “I have been involved in lobbying for inclusion in the UAE and Middle East. And not just societal inclusion, which involves bringing people with special needs into mainstream social interaction, but more specifically, education inclusion wherein differently abled students access and benefit from the same pedagogical environments as everyone else, ” she observes.

Inclusive education, or education for all, irrespective of ability, is an admirable slogan.However, in practice, the concept of inclusive education is subject to socio-economic difficulties. Differently abled students place varied demands on educational infrastructure, from educators, trainers and facilitators to physical environmental design. And some have argued that trying to force all students into the inclusion mould is just as coercive as trying to herd all students into a special education class. But Dr.Gaad believes that all students belong in the regular education classroom, and good educators should be able to meet the needs posed by differently abled learners. And between these viewpoints lies a grey area where educators, parents and experts are still coming to grips with the concept of inclusion, and are looking for answers.

“Overall, inclusive education has a massively positive societal impact and the positives aren’t restricted to differently abled learners either. For instance, regular students get a chance to interact with those who might be different from them, leading to a greater understanding of how humans react, interact and sense-make differently. On the other side of the coin, differently abled individuals will get a chance to interact with others, helping them achieve more sensory stimulation, and adapt to new behaviours and environments,” she argues.

But what of the challenges en route to inclusive education? The paradigm potentially means investing in new equipment, human and training resources to cater to different needs, not to mention the gradual erosion of societal barriers to inclusion.

According to Dr. Gaad, the only way to deal with such challenges is to press ahead with inclusion.“Are there issues? Yes. There are always issues. Nevertheless, it has been proved again in academic research that the benefits of inclusive education can substantially outweigh the risks. In the Middle East, there are many barriers to inclusion – cultural, social, and economic. However, that should not prevent us from working towards what is morally and ethically the only way forward.” “Advocates of rights for differently abled people have been campaigning for legislation. We have been working closely with three ministries in the United Arab Emirates to ensure a sustainable better future for them. And the UAE government has responded to our efforts with legislation that formally ensures the rights of differently abled learners with special needs,” she opines.

The United Arab Emirates (UAE) Disability Act (Federal Law No.29/2006) was passed in November 2006, and protects the rights of learners with disabilities and special needs and requires equitable access and related facilities for children with disabilities and special needs into all new property developments that include schools and rehabilitation centres. And while the legislation might be a first step, there are still lacunae in the framework for inclusive education in the United Arab Emirates, and in fact the entire Middle East. Dr Eman notes that inclusive education will only get off the ground when educators, parents of differently abled and mainstream learners, and society in general becomes more aware of the problem, and the issues at stake. She thinks it necessary to come up with a policy framework for making sure that information is available readily for those who deal with people of different abilities.

“At the end of the day, it is up to parents and advocates for differently abled children to ensure that we uphold educational and civil rights.And I firmly believe educational inclusion to be an unalienable right.Only by promoting inclusion can we foster an atmosphere where children have the opportunities they need to grow and succeed ” Dr. Gaad concludes.