Archivo

European Agency for Special Needs and Inclusive Education

The European Agency for Special Needs and Inclusive Education (the Agency) is an independent and self-governing organisation. The Agency receives co-financing from the ministries of education of its member countries and from the European Commission through an operating grant within the framework of the European Union’s Erasmus+ education programme (2014–2020).

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The opinions expressed in this document do not necessarily reflect the official opinion of the Agency, its member countries or the European Commission.

Editor: Simoni Symeonidou

Partial reproduction of this document is permitted with express reference to the source. This report should be cited as follows: European Agency for Special Needs and Inclusive Education, 2018. Evidence of the relationship between inclusive education and social inclusion: Final summary report. (S. Symeonidou, ed.). Odense, Denmark.

For greater accessibility, this report is available in 25 languages and in an accessible electronic format on the Agency’s website: www.european-agency.org. The document is a translation of the original English text. In case of doubt about the accuracy of the information contained in the translation, the original English text may be consulted.

ISBN: 978-87-7110-752-4 (Electronic) © European Agency for Special Needs and Inclusive Education 2018 Secretariat Brussels Office Østre Stationsvej 33 Rue Montoyer, 21 DK-5000 Odense C Denmark BE-1000 Brussels Belgium Tel.: +45 64 41 00 20 Tel.: +32 2 213 62 80 secretariat@european-agency.org brussels.office@european-agency.org.

Introduction

Academic literature frequently highlights the relationship between inclusive education and social inclusion as a matter of great importance in the framework of research on inclusive education or social inclusion. Although limited, there is also research that studies the relationship between inclusive education and social inclusion. This research is often conducted in disciplines other than inclusive education, such as sociology and psychology. This fact may prevent stakeholders in the field of inclusive education from knowing and using the research evidence for the benefit of persons with disabilities.

In light of the above, a literature review has been conducted to examine the relationship between inclusive education and social inclusion in persons with disabilities. In particular, two questions have guided this review:

• What is the relationship between inclusive education and social inclusion?
• What does current research say about the potential of inclusive education as a tool for promoting social inclusion?

The review addressed the issue of social inclusion in both the short term (during the period children attend school) and the long term (when persons with disabilities finish compulsory schooling). It also focused on three areas – education, employment, and community life – and aimed to provide evidence from a body of studies explaining how inclusive education is related to social inclusion. The supporting literature examines the impact of inclusive education on social inclusion through the analysis of the areas of education, employment, and community life. This issue has also been studied in reports published by international organizations, such as the United Nations (UN), the European Union, and the European Agency for Special Needs Education and Inclusive Education, and other organizations or networks.

The main contribution of this review to the literature on inclusive education is a structured approach to examining a considerable number of studies on this issue. Its main conclusions are derived from a synthesis of research evidence. It sheds light on the different aspects of short-term and long-term social inclusion of persons with disabilities in the three areas (education, employment, and community life).

This review is expected to be useful for various stakeholders in education at different levels. In particular, a literature review showing the evidence of the impact of inclusive education on social inclusion could be useful for policymakers when developing evidence-based policies related to inclusive education. At another level, the review is expected to contribute to the theory of inclusive education by providing evidence that the relationship between inclusive education and social inclusion is very important for the quality of inclusive education offered, for transition structures, and for social policy (e.g., employment support policies for persons with disabilities, independent living policies, or built environment accessibility policies). The review also provides evidence that allows for the proposal of other research spaces (especially in European countries). This final summary report describes the main conclusions of the literature review and presents the main messages and considerations regarding policies. The full literature review is available in both print and electronic formats on the Agency’s website (1).

Conclusions

The conclusions of the review suggest that there is a relationship between inclusive education and social inclusion in the areas of education, employment, and community life. At the same time, other factors appear to promote or hinder social inclusion. These include the quality of inclusive practice, social policy, attitudes and social structures, and each person’s life trajectory, among others. The research evidence provided in the review suggests that attending segregated settings minimizes opportunities for social inclusion both in the short term (during the period children with disabilities attend school) and in the long term (after graduating from secondary education settings). Attending a special school is associated with low academic and vocational qualifications, employment in sheltered workshops, economic dependence, fewer opportunities for independent living, and limited social networks after graduation. In this context, policymakers could consider how to redesign the provision of specialist services offered in many countries to support teaching in inclusive education settings.

Below is a summary of the main conclusions from the literature review. They are divided into three subsections: education, employment, and community life.

Education

The conclusions of the review on the relationship between inclusive education and social inclusion in compulsory and higher education indicate that:

• Inclusive education increases opportunities for peer interactionand the creation of good friendships between students with and without disabilities.Although measuring social relationships is not an easy task, the social interactions that take place in inclusive schools are an indispensable condition for the development of friendships, social and communication skills, support networks, a sense of belonging, as well as for obtaining positive behavioral outcomes.
• For friendship and social interactions to emerge in inclusive schools, it is necessary to give due consideration to several elements that promote student participation (access, collaboration, recognition, and acceptance).To achieve the social inclusion of students with disabilities in inclusive schools, it is necessary to increase participation in all areas, among all stakeholders (staff, students, and parents), and at all levels (school policy and practice, and school culture). The social inclusion of students with disabilities is not achieved when their participation is hindered due to negative attitudes towards disability and exclusionary school structures (limited accessibility, lack of flexibility, exceptions for subjects considered “difficult”).
• Students with disabilities who receive education in inclusive settings may have better academic and social outcomes than students who receive education in segregated settings.Academic and social achievements of students are promoted when inclusive policies and practices are truly applied, there is an inclusive school culture, and teachers follow inclusive pedagogy.
• Attending an inclusive education setting and receiving adequate support there increases the likelihood of access to higher education.. The relationship between inclusive education and access to higher education depends on the effectiveness of a transition program that begins in secondary education and involves the entire community. Various factors hinder access to higher education, for example, lack of financial resources, receiving inadequate help when submitting applications, poor identification of necessary adjustments, limited access to adequate academic work, and low-quality transition programs.

Employment

The conclusions of the review on the relationship between inclusive education and employment indicate that:

• Attending an inclusive education center is one of the factors that increase the probability of people with disabilities finding employment.In addition to education, a series of social factors influence employment opportunities for people with disabilities, such as policies, the local market, employment networks, company attitudes, and accessible employment structures.
• The nature of the curriculum can limit or increase the opportunities for young people with disabilities to find employment.If access to the curriculum is guaranteed, academic and professional qualifications are obtained, which increase employment opportunities. Forms of “special” curriculum, adopted or designed exclusively for adolescents with disabilities, can limit employment opportunities.
• High-quality transition programs offered in secondary education centers can increase the likelihood of people with disabilities finding employment.Community-based transition programs implemented in secondary education centers are considered more effective in obtaining employment than center-based transition programs. Short-term transition programs taught by special education teachers without the participation of classroom teachers limit employment opportunities in the open labor market.
• Receiving education in an inclusive education center can influence the type of employment (sheltered employment, supported employment, open employment, and self-employment) available to persons with disabilities.Receiving education in a segregated center is associated with obtaining employment in sheltered workshops (which likely contributes more to the isolation than to the social inclusion of persons with disabilities). Receiving education in an inclusive center leads to the achievement of academic and professional qualifications and skills that increase the likelihood of choosing other forms of employment, such as supported employment, open employment, and self-employment.

Life in the community

For the purposes of the review, community living refers to leading an independent life, being economically independent, having friendships and social networks, and participating in leisure activities. The review’s conclusions on the relationship between inclusive education and community living indicate that:

• Education and social welfare policies are two interconnected factors in achieving an independent life.Inclusive education is one of the factors that increase opportunities for an independent life. The combination of poor education in mainstream schools and weak social welfare policies reduces the likelihood of achieving an independent life.
• Young people with disabilities who attend inclusive education settings are more likely to achieve economic independence shortly after graduating from secondary education settings.The impact of inclusive education on economic independence weakens as the time elapsed since graduation increases, as several factors influence people’s life trajectories. This can lead to reliance on social security income.
• Young people with disabilities who attend segregated settings are less likely to form friendships and social networks in their adult lives.Over the years, the social networks of persons with disabilities change due to individual preferences and different life paths, and the negative impact of special classes becomes less evident.
• Receiving education in an inclusive setting is one of the factors that increase opportunities for participation in recreational activities. Receiving education in a segregated setting could hinder participation.However, the participation of persons with disabilities in leisure activities should be interpreted with caution, as leisure is sometimes equated with therapy or physical presence, and does not lead to personal satisfaction.

Key messages and policy considerations

In light of the main findings of the review, policymakers might consider developing evidence-based policies aimed at improving the social inclusion of persons with disabilities throughout their lives. This section presents the key messages and policy considerations arising from the review.

• In addition to the support that advances towards inclusive education systems at European and international level receive, the review offers policymakers evidence from research on the positive impact that inclusive education has on social inclusion. Likewise, the review emphasizes that policies that consider inclusive education as a mere placement in a mainstream school hinder the participation of students with disabilities and, therefore, do not lead to social inclusion. For inclusive education to have an impact on social inclusion, it is necessary to guarantee, through policies and practices, that students with disabilities participate on equal terms with students without disabilities in all aspects of the school system (learning, games, access to all areas and activities of the school, etc.). Likewise, policies, subsequent regulations, and quality assurance must make it clear that in inclusive education systems, it is important to achieve both academic and social achievements.
• Policymakers should consider how policies could better regulate transitions between systems and life stages to maintain or increase opportunities for social inclusion. For example, the review suggested that inclusive education increases the likelihood of access to higher education. At the same time, however, other variables, such as a lack of guidance and transition programs, can act as barriers. Likewise, the review suggested that inclusive education increases the likelihood of obtaining paid employment in the open labor market. Nevertheless, other factors, such as inaccessible workplace policies and environments, also act as barriers. In these and other cases, policymakers should consider how to ensure that the investment made in inclusive education is taken into account in other policies affecting persons with disabilities as they age.
• Another issue that needs to be taken into consideration with regard to policies is how to prolong the positive impact of inclusive education. The review suggests that, despite inclusive education having a positive effect on employment and economic independence, shortly after these students graduate from secondary education centers, the impact weakens as more time passes since graduation. It is stated that this is the result of various personal factors, such as each person’s life path, possible accidents and illnesses, family situation, etc. However, policies could consider how to continue promoting the social inclusion of persons with disabilities through employment as they get older and become a risk group.
• Policymakers could consider how to redesign the provision of specialist services offered in many countries to support teaching in inclusive education centers. The research evidence provided in the review suggests that attending segregated centers minimizes opportunities for social inclusion both in the short term (during the period when children with disabilities attend school) and in the long term (after graduating from secondary education centers). Attending a special school is related to low academic and professional qualifications, employment in sheltered workshops, economic dependence, fewer opportunities for independent living, and scarce social networks after graduation.

Future research could continue to examine students’ lifelong experiences in school across different contexts, school policies and practices, structures or programs that guarantee the transition from education to employment and community life. Such research would shed light on the variables that make social inclusion possible. Longitudinal studies are also very important when addressing the relationship between inclusive education and social inclusion in the three areas (education, employment, and community life). Such studies could further highlight how inclusive education policy and other policies (such as social policy or employment policy) promote or hinder social inclusion in different contexts.

Secretariat: Østre Stationsvej 33, DK-5000, Odense C, Denmark. Tel.: +45 64 41 00 20, secretariat@european-agency.org.
Brussels Office: Rue Montoyer 21, BE-1000, Brussels, Belgium. Tel.: +32 2 213 62 80, brussels.office@european-agency.org, www.european-agency.org.