Discrepancies in Attitudes and Practices Towards Inclusive Education

In the International Journal of Special Education, Yoon-Suk Hwang and David Evans writes “Attitudes Towards Inclusion: Gaps Between Belief and Practice”, which was published in 2011, highlighting where and what elements affects the success of inclusion within the education system. Hwang and Evans examine thirty three teachers from three Korean schools and compare the study to other international results, concerning the attitudes and compliance to inclusion policies (136). The article “Attitudes Towards Inclusion: Gaps Between Belief and Practice”, is a helpful layout in comparing Hwang and Evans’ study within the three Korean schools to international studies involving the inclusion theory. The results from the study were obtained through a questionnaire, in which was performed through an interview process, where it concentrated on “positive or negative effects of inclusion, as well as the problems in implementing inclusive education programs” (Hwang and Evans 136). Hwang and Evans identify the gaps as being in theory and practice; the difference between attitudes and willingness to accept inclusion and

It is based on a system of values and beliefs centered on the best interest of the student, which promotes social cohesion, belonging, active participation in learning, a complete school experience, and positive interactions with peers and others in the school community. These values and beliefs will be shared by schools and communities. Inclusive education is put into practice within school communities that value diversity and nurture the well-being and quality of learning of each of their members. Inclusive education is carried out through a range of public and community programs and services available to all students