In the late 1980s, the Convention on the Rights of the Child became a milestone on the path to inclusive education. That Convention not only established the right to education but also required that education enhance the child's abilities and respect cultural diversity, peace and the environment (United Nations 1989). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay A few years later, the Salamanca Declaration highlighted the direct connection between these requirements and the capacity of educational institutions. In order to integrate special education programs into mainstream schools, this statement confirmed that initial and in-service teacher training and external teacher support were sensitive to the wide diversity of student characteristics and needs (WCSND 1994). In 2008, the UNESCO International Conference on Education, convened periodically by the International Bureau of Education, advocated a new understanding of inclusive education. Many documents were produced for that event. Most of these contributions stated that action to prevent inequalities and contain social divisions should be seen as a key component of the concept (International Bureau of Education 2008). policy guidelines that provide a set of recommendations on how to implement this broad notion of inclusive education throughout the entire education policy-making cycle. At the same time, some scholarly discussions about inclusive education have been undertaken in the pages of the International Journal of Inclusive Education and other academic publications. The primary theme of this scholarship focuses on the need to connect school effectiveness and social justice. The school effectiveness movement argues that school improvement can overcome the constraints of students' socioeconomic backgrounds if teachers are able to implement appropriate modes of performance-based management, teamwork, student-centered pedagogies, and evidence-based innovation.Connecting this dot With inclusive education, some authors propose methods to strengthen the learning of students with special educational needs which ultimately benefit the institutional performance of schools as institutions committed to the effective learning of all (Booth/Ainscow 2002). But scholars have engaged in the debate by drawing on many other perspectives. Surprisingly, some authors argue that inclusive education should be aware of power asymmetries to address inequalities. These publications also stage some initial reflections on the need to make teacher education more relevant to inclusive education (Polat 2011). Please note: this is just an example. Get a custom paper from our expert writers now. Get a custom essay In short, compared to previous definitions of Education for All, both the Sustainable Development Goals and inclusive education, they represent a broader understanding of the fundamental mandate of governments, international organizations and donors interested in education. The main official documents openly recall the multiple dimensions of education, the connections between this and other SDGs, the need to tackle inequalities and recognize diversity, and the importance of building institutional capacity to simultaneously meet students with special needs. special. as the general training objectives are pursued.