Inclusive education can transform lives and communities, but misconceptions about its efficacy, cost and best practices can stand in the way of millions of children accessing quality education.
Through USAID’s inclusive education project in Uzbekistan, All Children Succeeding (ACS), we invited partners, including inclusive education experts, people with disabilities and disability advocacy groups, to explore some of the most persistent myths about disability-inclusive education.
Myth 1: Students with disabilities do not benefit from general classrooms and curricula
“There is an assumption that students need to prove they are ready before they can be included. This belief often leads to the exclusion of some students from general education and lowered expectations. It prevents students from access to general education classrooms and from meaningful, challenging content suited to their unique strengths,” says Christine Ashby, a professor of inclusive special education and disability studies and the director of the Center on Disability and Inclusion at Syracuse University.
She added that, for example, a student with an intellectual disability may struggle with certain abstract concepts, but they might excel in hands-on tasks or have strong social and practical skills. However, due to the misconception, they may never be given a chance to participate in an inclusive classroom. Instead, their teachers may focus solely on overly simplified tasks, overlooking opportunities for the student to engage in more complex or collaborative activities that match their strengths.
“Most importantly, we must shift mindsets to see that all students add value and are capable of learning and growing. Teachers can implement differentiated instruction, offering tasks that are challenging yet achievable, and providing accommodations that allow students to work to their potential. This might include using visual supports or hands-on activities that make abstract concepts more concrete, enabling all students with disabilities to engage meaningfully and develop confidence in their abilities.”
The best way to address this misconception is through comprehensive, ongoing training for teachers that emphasizes data-driven assessment of individual abilities and strengths-based teaching and learning approaches.
Myth 2: Accessible teaching and learning materials are sufficient to make a classroom inclusive
Through her experience as teaching and learning materials lead with the ACS project, Feruza Tursunova has worked with technical experts, decision-makers, textbook authors, reviewers and primary school teachers.
One of the biggest misconceptions she encountered in disability-inclusive education is that having accessible teaching and learning materials is sufficient to ensure inclusion.
“Although materials are important, they represent only one part of a larger system. This system includes increasing teachers’ empathy toward students with disabilities, adapting existing resources based on the individual characteristics of each student, using modifications and accommodations, and introducing assistive devices and teaching technologies. Additionally, effective teacher training is essential, a more systematic approach and flexible assessment methods are needed to support diverse learning needs.”
In Uzbekistan, textbooks are developed centrally, and all schools use the same type of textbooks. ACS is currently working with the Government of Uzbekistan to improve these textbooks based on the principles of inclusive education. But as Feruza notes – inclusive textbooks alone are not sufficient. Education stakeholders must also address the broader education systems issues which provide a supportive environment for children with disabilities.
Myth 3: Inclusive education is costly
“One of the major misconceptions about inclusive education for children with disabilities is the belief that it demands extensive material resources and organizational changes, making it a costly and complex endeavor,” says Shakhnoza Ikramova, Inclusive Education Specialist, ACS.
In reality, inclusive education focuses less on building entirely new systems and more on refining existing practices. It’s about identifying and removing barriers within the school environment, adapting instructional methods, and creating a culture of acceptance and belonging — not just in individual classrooms but throughout the school. Inclusive education fosters a welcoming atmosphere where all students feel valued, supported and engaged, which often relies more on changes in mindset and approach than on substantial financial investments.
Throughout her career, Shakhnoza has worked on numerous disability-inclusive education projects in Uzbekistan. She adds that providing teachers with training on the foundational principles of inclusive education and engaging with the field’s experts, teachers and parents is essential to developing and piloting individualized education plans without much additional financial investment.
“Simply by adapting teaching methods and fostering a supportive environment, students with disabilities made far more progress than initially anticipated. Inclusive education is always a process.”
Myth 4: Depicting Persons with Disabilities as heroic is a positive representation
“People often view disabled individuals through a lens of charity or heroism, or with pity, which can make us feel isolated,” says Aziz Abdullayev, Civil Society Engagement Coordinator with Praxis Plus, an organization that leads awareness raising, advocacy and inclusion training for people with disabilities in Uzbekistan and ACS partner.
“This perception creates an environment that can be quite difficult to navigate. There is a lack of representation of people with disabilities from the social model perspective. The social model emphasizes equality, recognizing individuals as having the same rights and being accepted like anyone else. However, media often portrays disabilities through charity or heroism lenses, focusing on stories like ‘despite their disability, they achieved great things’ or ‘charitable events were organized for disabled people.’ Instead, media coverage should focus on ensuring rights and addressing social issues from a socio-legal standpoint, highlighting how their rights are protected, and social challenges are addressed.”
Inclusive education benefits all students by fostering an environment of understanding, reducing prejudice and promoting social integration. It equips children with disabilities to contribute economically and socially to their communities, thereby enriching society as a whole.
By addressing these myths head-on, we can uncover the real value of inclusive education and see that with the right approaches, it is both achievable, affordable, and essential.
Linda Wafi is a Senior Project Director with Creative Associate International in the Education for Development Division.
