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Centre for the study of Education in an International Context (CEIC)

INTERCOM ARCHIVE

Throughout the world, international schools appear to acknowledge the enriching experience of cultural and linguistic diversity amongst their students. Indeed, many international schools actually provide for this diversity. However, such provision rarely seems to extend to diversity of ability. There is little mention about utilising the variety of human achievement. Some international schools claim to be inclusive but, in many cases, views of inclusive education have been restricted to specific dimensions such as dyslexia or a mild learning disability. Examples of international schools offering a truly comprehensive, inclusive education are hard to find.

Inclusive education is a diverse and complex field that has been introduced as an alternative to segregated special education. Inclusive education may be viewed as an evolving process rather than as a fixed end point. It aims to offer a system that is not only more humane but also more effective and productive for all students. An inclusive school has students with a wide range of abilities, and is an institution where nobody is turned away because of their lack of ability. The diversity of the learning group is valued and accepted.

The prospect of global mobility and the difficulties that often accompany it can be daunting enough for families with children who fit the ‘norm’, but the problems are manifold for parents of a child with special educational needs. As is evident in one international school, Dover Court Preparatory School in Singapore, such problems could include physical disabilities, and mild to severe learning difficulties. Those with special educational needs could include the hearing impaired, children with Down’s syndrome or autism, students with speech and language disorders, students with epilepsy, gifted or talented students, those with cerebral palsy and those with difficulties related to a variety of syndromes. The feature that distinguishes Dover Court from the majority of other fee-paying international schools is the fact that it opens its doors to all. In this sense, Dover Court could be regarded as being in the forefront of inclusive education in an international setting by accepting a great diversity of abilities and catering for a wide range of educational needs.
If, as international educators, we are aiming for excellence, achieving quality and setting high standards, then a number of issues pertaining to inclusive education in the international school require consideration. What does quality in the curriculum mean in this context? Is quality merely about obtaining good examination results and qualifications? Is this the basis on which quality can be monitored? Such an approach does not allow for diversity, since many children may be excluded if these indicators are employed for such purposes. Should quality instead be about the extent to which all students are welcomed into the school? Or does achieving quality in the international school apply only to mainstream students? 

Throughout the world, international schools appear to acknowledge the enriching experience of cultural and linguistic diversity amongst their students. Indeed, many international schools actually provide for this diversity. However, such provision rarely seems to extend to diversity of ability. There is little mention about utilising the variety of human achievement. Some international schools claim to be inclusive but, in many cases, views of inclusive education have been restricted to specific dimensions such as dyslexia or a mild learning disability. Examples of international schools offering a truly comprehensive, inclusive education are hard to find.

Inclusive education is a diverse and complex field that has been introduced as an alternative to segregated special education. Inclusive education may be viewed as an evolving process rather than as a fixed end point. It aims to offer a system that is not only more humane but also more effective and productive for all students. An inclusive school has students with a wide range of abilities, and is an institution where nobody is turned away because of their lack of ability. The diversity of the learning group is valued and accepted.

The prospect of global mobility and the difficulties that often accompany it can be daunting enough for families with children who fit the ‘norm’, but the problems are manifold for parents of a child with special educational needs. As is evident in one international school, Dover Court Preparatory School in Singapore, such problems could include physical disabilities, and mild to severe learning difficulties. Those with special educational needs could include the hearing impaired, children with Down’s syndrome or autism, students with speech and language disorders, students with epilepsy, gifted or talented students, those with cerebral palsy and those with difficulties related to a variety of syndromes. The feature that distinguishes Dover Court from the majority of other fee-paying international schools is the fact that it opens its doors to all. In this sense, Dover Court could be regarded as being in the forefront of inclusive education in an international setting by accepting a great diversity of abilities and catering for a wide range of educational needs.
If, as international educators, we are aiming for excellence, achieving quality and setting high standards, then a number of issues pertaining to inclusive education in the international school require consideration.

What does quality in the curriculum mean in this context? Is quality merely about obtaining good examination results and qualifications? Is this the basis on which quality can be monitored? Such an approach does not allow for diversity, since many children may be excluded if these indicators are employed for such purposes. Should quality instead be about the extent to which all students are welcomed into the school? Or does achieving quality in the international school apply only to mainstream students? 

CEIC Department of Education, University of Bath, Bath BA2 7AY · www.bath.ac.uk/ceic
Tel +44 (0) 1225 386120· Fax +44 (0) 1225 386113 E-mail ceic@.bath.ac.uk
This page maintained by k.m.raithby@bath.ac.uk. Last update 19 September, 2003

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