Table 1. Problem Representations of the... | Emerald Publishing

Table 1.

Problem Representations of the Present State of Inclusion (and Equity) Identified in PIES (2019) and NIEF (2019).¹

Solution Examples Identified from Policy Documents	Problem Representations The state of inclusion (and equity) at present
1. Leaders need to respond to increasing diversity in learner characteristics and abilities, cultural backgrounds, immigration status, different socio-economic status, disabilities, and variation in learning capacity (p. 22)	School leaders are not exercising inclusive and strategic leadership that is effective at giving prominence to equity and improved outcomes for all learners
2. Schools should examine existing priorities and analyse how one can contribute to the inclusive development of the school, including the necessary accommodations and modifications (p. 24)	The school is not fully committed to the inclusion of all learners and respect for diversity is not reflected in the school policies, practices, and procedures
3. A whole-school inclusive environment needs to take into consideration the principles of Universal Design for Learning … the learner’s voice is given value … all learners are listened to (p. 26)	The learning environment is still not accessible to all due to physical and curricular/pedagogical barriers – some learners’ voices are silenced or not loud enough
4. Parents are made to feel welcome at school and the collaboration … is central … The school acts as a lifelong learning centre … (p. 28)	Collaboration and communication with parents, as well as community engagement unfold at a superficial level
5. Planning for individual learner needs is a crucial aspect of whole school policy on inclusion … The plan devised will guide educators at classroom level to meet the particular needs … through modification of the mainstream curriculum (p. 30)	Inclusive education fails to provide challenging learning with realistic targets due to poor/’non’ modification of the ‘mainstream curriculum’
6. Curriculum design for inclusion is done through delivery of scaffolded lessons that motivate learner involvement, respecting different needs, abilities, and learning preferences (p. 32)	The curriculum is not flexible enough to offer a range of accessible and relevant learning opportunities for all learners – learning is not success-oriented
7. Promoting the well-being of all learners and staff at school is of primary importance. This is based on a rights perspective (p. 35)	Students and staff members are not given adequate support to ensure their overall wellbeing through a school holistic approach
8. Inclusive education is the responsibility of all education professionals and therefore training should be a priority. Teachers should gain knowledge and understanding on diverse challenges of learners so responsibility is shared in class rather than shifted onto the LSEs (p. 38)	There is no upskilling regarding dealing with diversity at pre- or in-service teacher education. Class teachers shift responsibility of the ‘student with needs’ on the LSE who is not trained to teach, but to facilitate
9. This framework supports and promotes preventive strategies whereby the school supports all learners through positive behaviour management … including learners who present with social and emotional behavioural difficulties (p. 40)	The school-wide support provided to learners is selective and exclusionary
10. Support structures and services are essential in supporting educators, learners, and parents. These are diverse and often involve a range of different service professionals, approaches, and working methods (p. 42)	There is not ample co-operation and co-ordination between support services and schools, as well as parents due to lack of awareness and/or personnel

Solution Examples Identified from Policy Documents	Problem Representations The state of inclusion (and equity) at present
1. Leaders need to respond to increasing diversity in learner characteristics and abilities, cultural backgrounds, immigration status, different socio-economic status, disabilities, and variation in learning capacity (p. 22)	School leaders are not exercising inclusive and strategic leadership that is effective at giving prominence to equity and improved outcomes for all learners
2. Schools should examine existing priorities and analyse how one can contribute to the inclusive development of the school, including the necessary accommodations and modifications (p. 24)	The school is not fully committed to the inclusion of all learners and respect for diversity is not reflected in the school policies, practices, and procedures
3. A whole-school inclusive environment needs to take into consideration the principles of Universal Design for Learning … the learner’s voice is given value … all learners are listened to (p. 26)	The learning environment is still not accessible to all due to physical and curricular/pedagogical barriers – some learners’ voices are silenced or not loud enough
4. Parents are made to feel welcome at school and the collaboration … is central … The school acts as a lifelong learning centre … (p. 28)	Collaboration and communication with parents, as well as community engagement unfold at a superficial level
5. Planning for individual learner needs is a crucial aspect of whole school policy on inclusion … The plan devised will guide educators at classroom level to meet the particular needs … through modification of the mainstream curriculum (p. 30)	Inclusive education fails to provide challenging learning with realistic targets due to poor/’non’ modification of the ‘mainstream curriculum’
6. Curriculum design for inclusion is done through delivery of scaffolded lessons that motivate learner involvement, respecting different needs, abilities, and learning preferences (p. 32)	The curriculum is not flexible enough to offer a range of accessible and relevant learning opportunities for all learners – learning is not success-oriented
7. Promoting the well-being of all learners and staff at school is of primary importance. This is based on a rights perspective (p. 35)	Students and staff members are not given adequate support to ensure their overall wellbeing through a school holistic approach
8. Inclusive education is the responsibility of all education professionals and therefore training should be a priority. Teachers should gain knowledge and understanding on diverse challenges of learners so responsibility is shared in class rather than shifted onto the LSEs (p. 38)	There is no upskilling regarding dealing with diversity at pre- or in-service teacher education. Class teachers shift responsibility of the ‘student with needs’ on the LSE who is not trained to teach, but to facilitate
9. This framework supports and promotes preventive strategies whereby the school supports all learners through positive behaviour management … including learners who present with social and emotional behavioural difficulties (p. 40)	The school-wide support provided to learners is selective and exclusionary
10. Support structures and services are essential in supporting educators, learners, and parents. These are diverse and often involve a range of different service professionals, approaches, and working methods (p. 42)	There is not ample co-operation and co-ordination between support services and schools, as well as parents due to lack of awareness and/or personnel

Note: 1 Page numbers following policy excerpts in this table refer to NIEF (2019).