Contents

Abbreviations Used
- About the Authors
- Acknowledgments
Abstract
Introduction
- Structure and Purpose of the Guide
- Summary of the School and Classroom Disabilities Guide
What Is Inclusive Education?
- Dispelling Myths about Inclusion and the Education of Learners with Disabilities
- Myth 1. Inclusive Education Will Have a Negative Impact on Students Without Disabilities
- Myth 2. Inclusive Education Is More Expensive Than Educating Students in Special Education Settings
- Myth 3. Segregated Schools and Classrooms Are More Effective Than Inclusive Schools and Classrooms for Educating Students with Disabilities
- Myth 4. When Faced with Limited Resources, Inclusive Education Can and Should Only Be Addressed Once the Education of “Normal Students” Is Achieved
- Myth 5. Educating Students with Disabilities Is a “High-Income Country Luxury” and Does Not Apply to LMI Countries
Understanding Inclusive Education Policies
- International Policies and Frameworks for Inclusive Education
- National Policies for Inclusive Education
Refining National Education Plans
- Understanding the Systems Approach to Inclusive Education
- Engaging Stakeholders
Models of Moving From a Segregated System to an Inclusive One
Identification of Children With Disabilities
- Challenges of Labeling
Adaptable Learning Environments and UDL
Inclusive Teaching and Learning Materials
Teacher Training
Budgeting for Inclusion
- Per Capita or Cost-Based Models
- Resource- or School-Based Models
- Output-Based Models
Monitoring Systems for Improvement
Conclusion
References
Appendix A. Inclusive Education Systems and Policy Checklist
Appendix B. Glossary of Disability Inclusive Education Terminology