Inclusive Education: Challenges for Distance Learning, Policy and Practice

All learners, regardless of their educational level, deserve nothing less than a quality education and training that would provide them with opportunities for lifelong learning, the world of work and meaningful participation in society as productive citizens. Therefore, any education and training system should respond to the equity and development challenges that are critical to improving the quality of life of all people. As a teaching and learning delivery model, distance education is practised in many parts of the world to provide study opportunities for those who cannot or do not wish to participate in classroom teaching. The expectation is that higher education institutions that facilitate distance learning will be able to create an inclusive teaching and learning environment that provides learners with the opportunity to advance, develop and enrich themselves, both intellectually and materially. Inclusive education involves changes in attitudes, behaviour and ways of working, and has the potential to make an effective starting point to address the rights of learners in a range of cultures and contexts. Following a brief background to, and an outline of distance learning, this paper, highlighting the shift from disability-specific theories, assumptions, practices and models to a non-disability-specific inclusive system of education, focuses on major challenges of inclusive education within a distance learning model. The paper also examines various strategies for inclusive education within a distance learning framework, underscoring the crucial role of diversity with regard to cultures, beliefs and values among learners. Finally, conclusions, based mainly on current practices, are drawn, and recommendations for further study are proposed. 1