A COMPARATIVE ANALYSIS OF ADVANTAGES AND DISADVANTAGES INCLUSIVE AND GENERAL EDUCATION SYSTEMS IN TEACHING FOREIGN LANGUAGES
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Abstract
This article presents a systematic comparative analysis of Inclusive Education Systems (IES) and General Education Systems (GES), examining their structural differences, pedagogical advantages, and operational limitations. Drawing upon empirical research from 280 studies across 25 countries, UNESCO policy frameworks, and contemporary scholarly discourse, this analysis evaluates both systems through the lenses of educational equity, cost-effectiveness, and academic outcomes. The findings indicate that while IES demonstrates superior long-term social and academic outcomes for diverse learner populations, significant implementation barriers persist, including resource constraints, inadequate teacher preparation, and systemic resistance to structural transformation. Conversely, GES maintains administrative efficiency and standardized delivery mechanisms but perpetuates educational inequities and exclusionary practices. This article contributes to the ongoing discourse on educational reform by providing evidence-based recommendations for systemic transition toward inclusive paradigms.
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