Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

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Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

Competence of Inclusive Practices: ICT and Inclusive Education in Professional Teacher Development

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Erika Viviana Laiton Zarate

2017-06-01

Full Text Available The objective of this study was to design the “Competence of Inclusive Practices” which was articulated to the route of the “ICT Competences for Professional Teacher Development,” of the Ministry of Education of Colombia (2013, and thus to fully evaluate 30 teachers of an educational institution in the city of Bucaramanga, in order to recognize their individual or collective training needs, and to formulate appropriate interventions. The research was supported theoretically in guidelines offered by the Ministry of Education of Colombia, the Index for Inclusive Education (Booth and Ainscow, 2011, and empirical researches developed in Latin American countries, including Colombia. The research approach was quantitative, with a descriptive design, which allowed to establish that Inclusive Practices Competence integrated pertinently postures of inclusive education and criteria of the functional framework of Information and Communication Technologies (ICT in education; in addition, it made it possible to know teachers’ perception of the level of competence in relation to the competence level they were (placed; they stated to be located at a low level (explorer in the development of skills for Inclusive Practices Competence.

Inclusive Education in Government Primary Schools: Teacher Perceptions

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Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

Inclusive education in Islamic kindergarten, why not?

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M. Agung Hidayatulloh

2018-01-01

Full Text Available This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ, the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1 the communication between teachers and ABK guides, (2 a good relationship through weekly meeting for all teachers, and (3 the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.

Education as a right in international treatie: A reading from inclusive education

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María Montanchez Torres

2015-12-01

Full Text Available This article presents a theoretical review of education as a right, in international treaties and the evolution of the concept of inclusive education from a diverse multi and intercultural perspective. This article is part of a doctoral thesis from Valencia, Spain, researched in Ecuador. Inclusive education proposes quality education for everyone, demanding a response from competent institutions to develop a tolerant culture to difference in defense of human rights and equal opportunity. This essay facilitates guidelines that develop and support the construction of inclusive classrooms by education professionals at a primary school level as well as at a university level.

Footstep towards Inclusive Education

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Abbas, Faiza; Zafar, Aneeka; Naz, Tayyaba

2016-01-01

Inclusive education is a rising trend in the world. The first step towards inclusive education is providing the awareness to the general education teachers. This study focused to investigate the general education teachers of primary and secondary level awareness about the special education and inclusive education. This study is descriptive method…

Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

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Levey, Janet A

The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

School inclusion in youth and adult education

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Eglaucimara Oliveira Rodriguez

2017-05-01

Full Text Available This study investigates teachers’ perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capacitating programs as the main cause. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and the teacher is a key element in the consolidation of this process.

Supporting Disability Education through a Combination of Special Schools and Disability-Inclusive Schools in the Pacific Islands

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Tones, Megan; Pillay, Hitendra; Carrington, Suzanne; Chandra, Subhas; Duke, Jennifer; Joseph, Rukh Mani

2017-01-01

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the…

Pre-Service Educators' Attitudes towards Inclusive Education

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Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile

2007-01-01

The inclusion of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of inclusion, as well as the attitudes and beliefs of general educators towards the inclusion of learners with disabilities in the general education classroom.…

Teachers' Views of Their Preparation for Inclusive Education and Collaboration

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Zagona, Alison L.; Kurth, Jennifer A.; MacFarland, Stephanie Z. C.

2017-01-01

There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate…

Access, Participation, and Supports: The Defining Features of High-Quality Inclusion

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Buysse, Virginia

2011-01-01

This article describes current knowledge about early childhood inclusion, summarizing research and the DEC/NAEYC joint position statement on inclusion. The article also describes effective or promising educational practices that promote access, participation, and supports--the defining features of high-quality inclusion. Future efforts to improve…

Global Concerns and Local Realities: The "Making Education Inclusive" Conference in Johannesburg

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Walton, Elizabeth

2015-01-01

Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclusive education in Johannesburg, South Africa, which provided the opportunity for delegates to share…

EDUCATIONAL SUPPORT SERVICES TO SCHOOL INTEGRATION AND ITS EVOLUTION TOWARDS INCLUSIVE EDUCATION. THE EXAMPLE OF THE PROVINCE OF VALLADOLID

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Carmen Romero Ureña

2014-12-01

Full Text Available The article recounts the evolution and contributions of support services to students with special educational needs created in the province of Valladolid as a result of school integration program. Part of the historical moment of the birth of them that gave them the property of innovators and pioneers and gave them the opportunity to go by themselves to give the answer that the educational community demanded. It analyzes the change to be operating in themselves and the need to approach them in an appropriate manner, at the current time that inclusive education has taken a step that requires rethinking the structure, organization and planning of them.

RISKS OF INCLUSIVE EDUCATION

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M. R. Husnutdinova

2017-01-01

Full Text Available Introduction. Inclusion is a new and unfamiliar phenomenon for most of the Russians which is treated as ensuring equal access to education for all students taking into account a variety of their special educational needs and individual capabilities. Inclusive educational model began to take root in Russia without a broad public debate and today’s parents and teachers were not ready to the cardinal changes caused by transition to the new model of education. In this regard, the studying of directly educational process by consequences of inclusive training and education is urgent now.The aims of the research are the following: to identify the major risks that characterize the current stage of the implementation process of inclusion in the Russian educational organizations; to consider the main causes that lead to their occurrence; to present a comparative analysis of the views of respondents in comprehensive, inclusive and correctional schools. Methodology and research methods. The Sector Monitoring Studies of Moscow State University of Psychology & Education in 2010 and 2014 implemented a sociological study on the process of introduction of inclusion in the Russian schools. 200 teachers and 244 parents were interviewed in 2010; in 2014, in addition, 178 teachers and 386 parents were interviewed; 47 senior students including those with disabilities were interviewed too.Results. According to the results, the main concerns of the parents of students of comprehensive, inclusive and correctional schools are reduced to a few basic risks: lack of individual approach while teaching children with different educational needs, increased emotional pressure on the child, and child’s perception of the complexity of disability as an equal. These risks arise primarily because of the acute shortage of especially prepared-governmental teachers and socio-cultural, psychological unpreparedness of most contemporary children with disabilities to the perception of

Disability inclusion in higher education in Uganda: Status and strategies.

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Emong, Paul; Eron, Lawrence

2016-01-01

Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education. Despite Uganda's robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong's study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors. The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services. The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO's) strengthened to ensure disability inclusion and the establishment of disability support centres.

Review: typically-developing students' views and experiences of inclusive education.

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Bates, Helen; McCafferty, Aileen; Quayle, Ethel; McKenzie, Karen

2015-01-01

The present review aimed to summarize and critique existing qualitative studies that have examined typically-developing students' views of inclusive education (i.e. the policy of teaching students with special educational needs in mainstream settings). Guidelines from the Centre for Reviews and Dissemination were followed, outlining the criteria by which journal articles were identified and critically appraised. Narrative Synthesis was used to summarize findings across studies. Fourteen studies met the review's inclusion criteria and were subjected to quality assessment. Analysis revealed that studies were of variable quality: three were of "good" methodological quality, seven of "medium" quality, and four of "poor" quality. With respect to findings, three overarching themes emerged: students expressed mostly negative attitudes towards peers with disabilities; were confused by the principles and practices of inclusive education; and made a number of recommendations for improving its future provision. A vital determinant of the success of inclusive education is the extent to which it is embraced by typically-developing students. Of concern, this review highlights that students tend not to understand inclusive education, and that this can breed hostility towards it. More qualitative research of high methodological quality is needed in this area. Implications for Rehabilitation Typically-developing students are key to the successful implementation of inclusive education. This review shows that most tend not to understand it, and can react by engaging in avoidance and/or targeted bullying of peers who receive additional support. Schools urgently need to provide teaching about inclusive education, and increase opportunities for contact between students who do and do not receive support (e.g. cooperative learning).

Inclusive education and social exclusion

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Maria Luisa Bissoto

2013-01-01

Full Text Available The aim of this paper is critically examining assumptions underlying the Inclusive Education concept, arguing that this can only be effectively considered when understood in a broader context of social inclusion and exclusion. Methodologically, this article relies on international documents and bibliographic references about Inclusive Education, that have been chosen by systematize and characterize different social and educational inclusive practices, encouraging the elaboration of a general overview on this topic. The results of this analysis conclude that it is essential for Inclusive Education that educational institutions review their goals and reasons of social existence. In the concluding remarks it is argued that education is better understood as the act of encouraging and welcoming the efforts of individuals in their attempts to engage in social networking, which sustains life. This includes the acceptance of other reality interpretations and understanding that educational action cannot be restricted by the walls of institutions. It requires the participation of the whole community. Action perspectives likely to promote social inclusion and inclusive education are suggested.

An exploratory study on attitudes toward inclusive education in Russia.

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Martz, Erin

2005-06-01

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.

Inclusive Education under Collectivistic Culture

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Futaba, Yasuko

2016-01-01

This paper addresses how inclusive education under collective culture is possible. Inclusive education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in inclusive education can be…

Inclusive Education in Higher Education: Challenges and Opportunities

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Moriña, Anabel

2017-01-01

Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices…

Inclusive Education in South Korea

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Kim, Yong-Wook

2014-01-01

The purpose of this paper is to examine the current implementation of inclusive education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and inclusive education. Next, a critical discussion of the state of inclusive education follows built…

Using Indicators as a Catalyst for Inclusive Education in the Pacific Islands

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Sharma, Umesh; Forlin, Chris; Marella, Manjula; Jitoko, Filipe

2017-01-01

The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper…

The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools: Current Opinions of Czech Teachers about the Inclusive Form of Education

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Šmelová, Eva; Ludíková, Libuše; Petrová, Alena; Souralová, Eva

2016-01-01

Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses…

Constraints to quality education and support for all: A Western Cape ...

African Journals Online (AJOL)

... discourse of justification to debate the implementation of inclusive education that will benefit all learners, including learners with high-level support needs. Keywords: continuum of support; emerging economy; high-level support needs; inclusive education; inclusive schools; learning support teachers; mainstream teachers ...

Inclusive Education in Italy: Description and Reflections on Full Inclusion

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Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo

2015-01-01

Inclusion of students with disabilities when appropriate is an important goal of special education for students with special needs. Full inclusion, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full inclusion on the…

Continuing education for Physical Education teachers: Assistive Technology in inclusive education

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Maria Luiza Salzani Fiorini

2017-05-01

Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland, and the United States.

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Moberg, S

1997-03-01

A survey of 125 prospective special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States (Michigan). The attitudes toward inclusion were rather critical. The Estonians were the most critical group, the Finns the least critical. The meanings attached to a student with severe mental retardation were related to the educational setting assessed as the best for this student. The findings suggest that special educators perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that the meanings attached to a person with a disability are connected with behavioural intentions toward this person.

Deploying and implementing Inclusive Physical Education

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Eliana Lúcia Ferreira

2014-04-01

Full Text Available Physical Education, as a curricular component of basic education, is not indifferent to the movement of Inclusive physical education. Differentiated bodies are conquering new social spaces. Our aim through this investigation is to identify the main historical practices regarding Brazilian Policy of Inclusive Education and to point out proposals to implement inclusive Physical education. Our methodology consists of a descriptive study based on two main axes. The first axis is related to a historical discussion whose source was national documents of reference about Inclusive Physical Education. The second axis is related to the experience of 2000 teachers; we have the occasion to analyze their practices on the subject of Inclusive physical education. As a result, this investigation also develops a proposal to inclusive physical education; this proposal is established in another dimension and understanding of work and movement. Concerning the final considerations we suggest a disruption with already crystallized bodily practices and we suggest actions respecting individual differences. Moreover, we point out the fact that Inclusive Physical Education has advocated another meaning for the body, in favor of a more collective physical education and searching for activities in which individuality prevails.

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

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Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

2018-04-25

To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education

INCLUSIVE EDUCATION IN ITALY

OpenAIRE

Voitkāne, Vita

2017-01-01

European member States implement Inclusive Education policies thus contributing to a sustainable, inclusive society, although each country is at a different stage in this process. Italy, one of the first countries to launch integrative learning, has set an example since the 1970s, although the quality of inclusive education is unpredictable due to many issues. Authors Cantoni and Panetta (2006) emphasize that, although the culture of integration in Italy exists, much needs to be done to impro...

Implementation of Inclusive Education in General Education Institutions

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Tat'yana A. Kalashnikova

2013-01-01

Full Text Available Nowadays much attention is attached to the problem of inclusive education. Inclusive education of children with learning disabilities is a new strategic trend of educational policy of the Republic of Kazakhstan, significantly addressing fundamental education. This article considers the possibility of involving the schoolchildren with learning disabilities in educational process and the necessity to secure favorable environment and support for the children with learning disabilities in accordance with the Law “On Education of the Republic of Kazakhstan” and State Program of Education Development in the Republic of Kazakhstan for 2011–2012.The trend of maximum possible involvement of children with special needs in common general education institutions determines the educational culture dynamics in many countries of the world. Number of European Union countries has already made drastic structural alterations, resulted in the abolition of special schools (Sweden, Denmark, Italy, Australia, USA, etc.. Children with different disabilities study in “the least restrictive environment”, in other words, whenever possible, together with peers in the environment of general education institutions [1].The goal of Kazakhstan development strategy up to 2030, involving the educational system is “to provide the development of the national educational model and its integration into international educational environment”.The priority of state program “Education” (2000–2005 “is to create conditions for efficient development of national educational model, providing access to qualitative education”. “The Concept of Kazakhstan Educational System”, the realization of which should provide: transfer from the principle of “education for life” to the principle of “lifelong education for everyone”; affordability and continuity of all educational levels; comprehensive, qualitative, competitive result-oriented education has been adopted

INCLUSIVE EDUCATION SUPPORTING CHILDREN WITH BEHAVIORAL PROBLEMS AND THEIR REFERENCE PERSONS IN LOWER PRIMARY SCHOOL (GRADES 1-3

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Ulrike BECKER

2014-03-01

Full Text Available Background: in Germany we may state that despite all efforts of inclusive education there is a tendency towards segregated education as far as “Emotional and Social Development” is concerned. In Berlin, the “Transition” project could be developed. By the help of this support approach it was possible all participating children to stay at their primary schools. Aims: the survey was meant to find out in which way the support, in context of the “Transition” project, has contributed to successful inclusive learning of students with considerable problems in their social behaviour. Methods:a semi-standardized questionnaire for interviewing class teachers of regular school classes was used, and furthermore school certificates were assessed concerning regular school attendance as well as performance in Mathematics and German. Nine Berlin schools took part in the survey. The response rate was 96%. Results: the current survey shows that inclusive education in case of considerable problems in social behaviour may be successful by counselling parents and teachers, by cooperation with school and by youth aid, as well as by way of a temporary learning group relieving both students with difficult behaviour as well as the overall group and the teachers, one succeeds with practicing recognition and acceptance, even despite serious behavioural problems at school. Conclusion: the results clearly show that the teacher - student interaction and the student - student interaction improves significantly in the subjective perception of class teachers. For this relationship to work, all those participating in it need “a specific environment”.

Inclusive education and students without special educational needs

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Ruijs, N.M.; van der Veen, I.; Peetsma, T.T.D.

2010-01-01

Background: In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in

RISKS OF INCLUSIVE EDUCATION

OpenAIRE

M. R. Husnutdinova

2017-01-01

Introduction. Inclusion is a new and unfamiliar phenomenon for most of the Russians which is treated as ensuring equal access to education for all students taking into account a variety of their special educational needs and individual capabilities. Inclusive educational model began to take root in Russia without a broad public debate and today’s parents and teachers were not ready to the cardinal changes caused by transition to the new model of education. In this regard, the studying of dire...

An Arendtian perspective on inclusive education

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann

2016-01-01

Inclusive education currently appears to be undergoing a crisis and re- examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which...... has allowed inclusive movements and initiatives around the world to succumb to neo-liberal policy-making and has neglected the development of an educational vocabulary that is theoretically and conceptually appropriate for confronting teachers’ central concerns regarding inclusive practices....... The concepts of suspension, bearing with strangers and enlarged thought inspired by Hannah Arendt provide a basis for a re-imagining of inclusive education and for outlining a future school in which inclusiveness is embedded in the very way we think and position ourselves as teachers and pupils...

Reframing Inclusive Education: Educational Equality as Capability Equality

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Terzi, Lorella

2014-01-01

In this paper, I argue that rethinking questions of inclusive education in the light of the value of educational equality--specifically conceived as capability equality, or genuine opportunities to achieve educational functionings--adds some important insights to the current debate on inclusive education. First, it provides a cohesive value…

Equitable service provision for inclusive education and effective early intervention.

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Wicks, K M

1998-01-01

This paper illustrates one model of providing an integrated paediatric speech and language therapy service which attempts to meet the demands of both inclusive education and effective early intervention. A move has been made from location-oriented therapy provision to offering children and their families equal opportunities to have appropriate intervention according to need. The model incorporates the philosophy of inclusive education and supports the development of current specialist educational establishments into resource bases of expertise for children with special needs in mainstream schools.

A Case Study of Culturally Informed Disability-Inclusive Education Policy Development in the Solomon Islands

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Carrington, Suzanne; Pillay, Hitendra; Tones, Megan; Nickerson, Julie; Duke, Jennifer; Esibaea, Benedict; Malefoasi, Ambrose; Fa'asala, Casper Joseph

2017-01-01

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country--the Solomon Islands. It is well understood that the promotion of quality in…

Decade of inclusive education in Ghana: perspectives of special educators

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Maxwell Peprah Opoku

2017-09-01

Full Text Available The development of inclusive education systems has been recognized as the process for orchestrating educational quality and equity. Inclusive education systems reflect growing awareness of the imperatives of 21st century societies to make quality education available to all students. This article contributes to developing area of inclusive education by exploring the perspectives of Ghanaian special educators on the progress and achievements of inclusive education. The data in this paper emerged from case study involving special educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the programme to ground the policy within the education system of Ghana.

Bibliography of Research Support for K-8th Grade Inclusive Education

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National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2014

2014-01-01

Presented here are references to books, chapters, and peer-reviewed journal articles that provide evidence for improved student outcomes through inclusive education in elementary and middle schools (K-8th grades). Not included here are the broad evidence bases for each feature in the SWIFT framework.

Inclusive Education in Israel

OpenAIRE

O. V. Mayzel

2013-01-01

To get acquainted with the practice of inclusive education in mainstream schools, with professionals who work with special children, to visit the specialist centers to share experiences - all of this was part of an internship program «Early Childhood Education for Children with Special Needs», held in Israel (April 8 -02 May 2013) this year. The country has been selected for an internship, because the practice of inclusive education has been used for over 20 years in Israel. Moreover, a lot ...

Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

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Osmuk L.A.

2017-08-01

Full Text Available The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.

Building Social Capital for Inclusive Education: Insights from Zanzibar

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McConkey, Roy; Mariga, Lilian

2011-01-01

The concept of social capital provided a helpful framework in which to describe the development of a pilot programme to promote inclusive education within Zanzibar. This had involved 20 schools and was supported by an international donor working through a local non-governmental organisation in partnership with the Ministry of Education. Evaluative…

Conditions for inclusive education from the viewpoint of headmasters

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Janez Kovač

2017-03-01

Full Text Available The paper presents conditions for inclusive education as perceived by headmaster in Slovenian primary schools. In the theoretical part, we focused on key elements of inclusive schools, i.e. headmasters, teachers and parents of children with special needs. In conclusion, we briefly highlight some theoretical propositions in relation to additional professional support in primary schools. In the empirical part of the paper, we present the results of an online survey conducted among headmasters in Slovenian primary schools. The aim of the survey was, among other things, to find how headmasters perceive conditions for inclusive education – those relating to headmasters themselves, to teachers/professional staff working with students with special needs, and those relating to school as a whole. Here, we also paid our attention to differences regarding the number of children with special needs who are included in regular program with adjusted implementation and additional professional assistance. The obtained results provide an opportunity for assessment of current situation, and for further consideration concerning the development of inclusive education in Slovenia in the future.

The problems of Russian inclusive education

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Kurmyshova O.A.

2017-02-01

Full Text Available the article is devoted to problems of Russian inclusive education. Based on the results of theoretical analysis the author raises some questions and their solutions may help to increase the effectiveness of the activity of inclusive educational organizations, provide harmonization of relations of inclusive education members and that will guarantee a successful integration of children with disabilities and special needs in the society.

ICT and inclusive education: Attitudes of the teachers in secondary education

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Jose Maria Fernandez-Batanero

2016-03-01

Full Text Available The inclusion and the Information and Communication Technologies (ICT configure a field of great scientific interest in the current society. In this context, the attitudes of the teachers towards the ICT play an important role. The present article gathers the results of a study whose purpose was to determine how a teacher will use and integrate the ‘Information and Communication Technologies’ (ICT in inclusive classrooms. This will also identify the factors that promote good educational practices supported by ICT. Towards this we prepared a case study of multiple cases. The questionnaire and group discussion are the techniques that are used for collecting required information. To validate the questionnaire, it was used the expert judgment method selected by the “Coefficient expert Competence” procedure or also named “K coefficient”. The Reliability was established by Cronbach’s Alfa method with a value of 0.87. The result shows that teachers in general have a positive attitude towards ICT, especially the male teachers with greater possibilities of interaction with ICT. This will also promote inclusive and cultures policies between networks of schools and it is presented as an important factor in developing good educational practice with the support of ICT.

Is inclusive education a human right?

Science.gov (United States)

Gordon, John-Stewart

2013-01-01

In this article, I question the general idea that inclusive education--i.e., to teach all students in one class--is a moral human right. The following discussion shows that the widespread view in disability studies that there is a moral human right to inclusive education can be reasonably called into question by virtue of the proposed counter arguments, but without denying that inclusive education is of utmost importance. Practically speaking, the legal human right to inclusive education is of great practical value for impaired students, and for their basic right to be free from discrimination in education, since their concern thereby gains great legal and moral force. But, theoretically speaking, this particular human right lacks an attainable consensus concerning proper moral justification. © 2013 American Society of Law, Medicine & Ethics, Inc.

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

Science.gov (United States)

Waldron, Nancy L.; Redd, Lacy

2011-01-01

Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

Building Bridges Between Education and Health Care in Canada: How the ICF and Universal Design for Learning Frameworks Mutually Support Inclusion of Children With Special Needs in School Settings

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Vanessa Tomas

2018-03-01

Full Text Available Since the 1990s, educators have prioritized inclusion of students with disabilities in general educational settings. Concurrently, health-care professionals have recognized the need to support students’ academic functioning and participation at school. Despite this recognition, integration of health support services in schools remains a significant challenge and the extent to which students with special needs fully participate at school is often less than optimal. In this study, we suggest that combining health and education conceptual frameworks would advance the goal of inclusion by enhancing interprofessional communication and collaboration. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF is a health framework that focuses on functioning and participation via a lens of inclusivity, universality, and a holistic approach to health and disability. Similarly, Universal Design for Learning (UDL is an educational framework for guiding the design of instructional materials, methods, and assessments to be inclusive and accessible for all. Both frameworks are well established in their respective fields, but they have yet to “cross the border” to influence each discipline’s practices. While researchers have alluded to the potential utilization of both frameworks in education settings, there is limited guidance on how these two frameworks may be combined in practice. In this study, we will compare the ICF and UDL frameworks, and provide insight into how utilization of both frameworks may enhance interprofessional collaboration and support inclusion in school settings.

Moving Forward in Inclusive Education Research

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Erten, Ozlem; Savage, Robert Samuel

2012-01-01

This paper aims to address conceptual and methodological challenges of doing research in the field of inclusive education and revisit school effectiveness research literature to inform future research. First, we present the rationale for inclusive education and briefly review the evolution of special needs education. Then, we discuss limitations…

Organization of support to children from dysfunctional families in school within the framework of inclusion in Belarus

OpenAIRE

Shestunova, Tatsiana

2017-01-01

Shestunova Tatsiana, 2017. Organization of Support to Children from Dysfunctional Families in School within the Framework of Inclusion in Belarus. Master's Thesis in Education. University of Jyväskylä. Department of Education. Inclusion has been seen in many communities as a useful strategy in addressing learners’ diversity. Children from dysfunctional background usually have various needs and problems. The theoretical framework of inclusion was use...

Attitudes of teachers education centers to special education inclusion

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M.ª del Carmen PEGALAJAR PALOMINO

2014-10-01

Full Text Available This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

Inclusive Education in Georgia: Current Trends and Challenges

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Tchintcharauli, Tinatin; Javakhishvili, Nino

2017-01-01

This article presents the first comprehensive study of the Georgian inclusive education system launched nationwide in 2006. An internationally recognised tool, the "Pathway to Inclusion--Barometer of Inclusive Education", was applied within the country to highlight the current position of inclusive education in Georgia. The collected…

General Education and Special Education Teachers' Attitudes towards Inclusion

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Hernandez, David A.; Hueck, Susan; Charley, Carmen

2016-01-01

The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…

Hearing-Impaired Pupils in Mainstream Education in Finland: Teachers' Experiences of Inclusion and Support

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Takala, Marjatta; Sume, Helena

2018-01-01

Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended…

Inclusive discourses in early childhood education?

DEFF Research Database (Denmark)

Warming, Hanne

2011-01-01

This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis...... worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate....

Educational Quality at Universities for inclusive international Programmes

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Cozart, Stacey Marie

The aim of the EQUiiP project (Educational Quality at Universities for inclusive international Programmes) is to establish an electronic resource for Educational Developers (EDs) responsible for the Continuous Professional Development (CPD) of university teaching staff, in particular staff teaching...... supports the capability within higher education institutions for developing and implementing an internationalized curriculum and teaching in the international classroom. The five modules cover the following topics: (i) Teaching and Learning in the International Classroom, (ii) Intended International....... The project is financially supported by Erasmus+. The poster will present an overview of the project with particular focus on the outcomes of the first year: A (draft) profile of the Educational Developer with expertise in this field and the first module on Teaching and Learning in the International Classroom...

Inclusive Physical Education

DEFF Research Database (Denmark)

Østergaard, Charlotte; Rostbøll, Solveig Fogh

2015-01-01

EN317 - Inclusive Physical Education - with a focus on active and successful participation Charlotte Østergaard, Solveig Fogh Rostbøll, Department of School and Learning, Metropolitan University College (DK) chao@phmetropol.dk The Danish School Reform 2014 intends to raise the amount and intensity...... and is often a bad experience for students who do not have the required skills or the necessary competitive mentality. The purpose of the study is to generate increased knowledge of how to work with inclusive education in PE in schools. The aims of the study are to identify groups of “outsiders” and to find...... and ability to participate in PE must be understood in specific socio-cultural and socio-economic conditions. The hypothesis of the study is that the experience of being acknowledged for your efforts in physical education by significant others can form the basis for the construction of physical capital. EN323...

Forum, Dedicated to Inclusive Education

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Vachkov I.V.

2015-06-01

Full Text Available 26 – 27 of February 2015 in Kazan, in the University of Management “TISBI” been held National (All-Russian forum of promotion of ideas and principles of inclusive education (with international participants “Study and live together: open space of inclusion”. During the work of Forum the most topical questions of inclusive education implement in Russian Federation been discussed.

Teachers' Attitudes towards Inclusive Education: A Critical Review of Published Questionnaires

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Ewing, Donna L.; Monsen, Jeremy J.; Kielblock, Stephan

2018-01-01

Teachers' attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers' attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the…

Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education

OpenAIRE

Nind, Melanie

2014-01-01

Following pushes from the disability movement(s) and increased interest in children and young people becoming involved in research concerning them, inclusive research is growing within and beyond education establishments. Yet this arena is alive with interesting and largely unanswered questions. This paper discusses some of them: What do inclusive research and inclusive education have in common? Where have the moves towards inclusive (participatory and emancipatory) research happened and why?...

Integrated and Inclusive Higher Education in Vladimir State University: Current State and Development Perspectives

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Yegorov I.N.,

2017-08-01

Full Text Available The paper summarizes the many years of experience in methodological support and training at the Center of Professional Education for the Disabled and at the “Inclusive Education” Research and Educational Center of the Vladimir State University. At these centers the work is aimed at establishing a system of continuous higher inclusive education for persons with hearing and visual impairments. The paper focuses on the issues concerning the organization of educational process and the adaptation of learning materials for students with hearing and visual impairments; it addresses the problem of creating a system of academic support for students with disabilities and providing psychological and educational assistance to individuals with hearing and visual impairments in the system of higher education.

Secondary General Education Teachers' Attitudes toward Inclusion

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Wilson, Valerie A.

2014-01-01

Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The inclusion educational model was utilized in this study to explore secondary teachers' attitudes toward inclusive educational…

Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan.

Science.gov (United States)

Mu, Keli; Brown, Ted; Peyton, Claudia G; Rodger, Sylvia; Huang, Yan-Hua; Wu, Chin-Yu; Watson, Callie; Stagnitti, Karen; Hutton, Eve; Casey, Jackie; Hong, Chia Swee

2010-03-01

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United States and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.

Forging Inclusive Solutions: Experiential Earth Charter Education

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Hill, Linda D.

2010-01-01

Forging Inclusive Solutions describes the aims, methodology and outcomes of Inclusive Leadership Adventures, an experiential education curriculum for exploring the Earth Charter. Experiential education builds meaningful relationships, skills, awareness and an inclusive community based on the Earth Charter principles. When we meet people where they…

Through a spiritual lens: early childhood inclusive education in Hong Kong.

Science.gov (United States)

Zhang, Kaili Chen

2014-12-01

The main purpose of this research was to explore early childhood education teachers', principals', and parents' perceptions of the role of spirituality in the lives of children with special needs, and how educators and schools can support the spiritual development of these children. Three preschools, the Buddhist, Christian, and Waldorf schools, were purposefully selected on the basis that each of them reflects a philosophy that includes the spiritual. Three themes emerged from the data analysis: (a) the influence of the schools' religion and/or spiritual orientations on inclusion; (b) support provided for the spiritual development of children with special needs; and (c) the role of spirituality in the lives of children with special needs. By drawing attention to and offering a preliminary study on early childhood inclusion and spirituality, I hope to encourage more scholars and educators to engage with research and debate on this important yet under-studied dimension of early childhood education.

Solomon Islands School Leaders Readiness for Inclusive Education

Science.gov (United States)

Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris

2015-01-01

The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…

Inclusive Education in Thailand: Practices and Challenges

Science.gov (United States)

Vorapanya, Sermsap; Dunlap, Diane

2014-01-01

In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of inclusive education. This article provides a historical overview of special education in Thailand and the emergence of inclusive education as it moves from policy to practice. To further identify the challenges faced…

Thinking Change Inclusively: Views of Educational Administrators on Inclusive Education as a Reform Initiative

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Sakiz, Halis

2016-01-01

This paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by inclusive education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the…

Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

Science.gov (United States)

Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

Preschool education studentsʼ attitude towards inclusion in preschool educational context

OpenAIRE

Skubic, Darija; Vidrih, Alenka

2015-01-01

The purpose of the current study was to investigate the attitudes of preschool education students regarding inclusive teaching/inclusive practices. As a research instrument a questionnaire with 17 statements, referred to education, practices and policies of inclusion was developed. 118 students of the preschool education study programme at the Faculty of Education in Ljubljana participated in the study. There were 3 different groups of students: 25 students of the 2nd year of preschool educat...

Design, development and implementation of inclusive education.

NARCIS (Netherlands)

Mooij, Ton; Smeets, Ed

2016-01-01

In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the

Inclusive Education: Teacher Perspectives from Malaysia

Science.gov (United States)

Bailey, Lucy; Nomanbhoy, Alefiya; Tubpun, Tida

2015-01-01

This paper reports on a survey of views of inclusive education expressed by nearly 300 Malaysian primary school teachers involved in remedial literacy and numeracy education under the country's Literacy and Numeracy Strategy. Overall, the views expressed were positive towards the principle of inclusion. However, despite common professional…

DIGITAL INCLUSION AND THE MAIN CHALLENGES IN THE BRAZILIAN EDUCATION

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Claudia Prioste

2017-10-01

Full Text Available The access to Information and Communication Technologies (ICT has increased within the Brazilian population. However, according to the digital inclusion ranking established by ITU (2015, Brazil still presents important gaps in comparison to other evaluated countries. In view of this problem, the present article aims at analyzing the challenges of the digital inclusion in the Brazilian education, looking into understanding its obstacles. This study has grounds in a qualitative, exploratory research methodology, through which data of national and international researches were collected. The analysis was established based in seven indicators: connectivity, capability, content, confidence, continuity, literacy, and the inclusion of people with disabilities. The results suggest that the digital inclusion has been limited, mostly due to problems in the education quality. Without a consistent educational background, the use of ICTs is mostly directed to consumption and entertainment. It was concluded that Brazilian public schools face serious gaps of technological infrastructure and teacher support. In this context, the exclusion of people with disabilities also perpetuates. Problems in the basic literacy processes are important obstacles for proper technological resources appropriation in favor of better life conditions and social participation.

The contribution of a special educational institution to a more inclusive society

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Jeznik Katja

2017-01-01

Full Text Available Despite the fact that the integration model of education was introduced in Slovenia 17 years ago, the inclusion of persons with special needs into education and community remains a major challenge. In order to improve their opportunities, the largest special school in Ljubljana has for ten years organised an international festival Play with me, with the main aim of supporting inclusion of people with special needs with the rest of the population. The organisers aim to create opportunities for all to take part together in various play, sport and artistic activities. The paper presents the findings of a study in which the inclusive practices of the festival were researched and evaluated. The study was aimed at gaining a deeper understanding of the role a special school can play in the creation of a more inclusive society. Data were gathered using an online questionnaire targeting the mentors and volunteers who accompanied participants at the festival. 132 mentors and 64 volunteers responded. The quantitative non-experimental empirical analysis of the data has indicated that the respondents recognised the inclusive nature of the festival. The festival proves that inclusion is a multifaceted phenomenon which can be supported by various activities and endeavours.

Working towards inclusive education in South African classrooms

African Journals Online (AJOL)

Department of Educational Studies, University of South Africa, P.O. Box 392, Unisa, 0003 South Africa prinse@unisa.ac.za. “By inclusive ... The way in which people with disabilities experience inclusion and exclusion in education have ..... successful inclusive education will have been made. The At-Risk Disk: Differential ...

Communicative Approach to Inclusive Education in Pre-School

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Kraukle, Sandra

2015-01-01

The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs,…

Measuring Inclusive Education Outcomes in Alberta, Canada

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Loreman, Tim

2014-01-01

This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for…

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

Science.gov (United States)

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

Teachers' Misunderstanding: The Concept of Inclusive Education

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Sanagi, Tomomi

2016-01-01

Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this…

Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia

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Marija Kavkler

2015-03-01

Full Text Available Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties (SpLD. Children with SpLD form a heterogeneous group with diverse cognitive deficits, special educational needs (SEN and strengths, and have a legislated right to the continuum of both assistance and support programmes. Although their intellectual capacity is average or above average, their learning achievements in some learning domains are modest, and they are poorly integrated into their social environment, which often results in their discrimination. Barriers and opportunities in the area of SpLD were analysed with the aid of Ball’s model (1994, with factors and conditions being analysed within the contexts of policy influence, text production and practice. The contexts of policy influence and text production provide the basic conditions for the in clusive education of children with SpLD. The context of influence on in clusive policy for children with SpLD represents a systematic approach to policy initiation and to the prerequisites for its implementation in practice. The context of policy text production focuses on professionals and their impact on the enactment of the rights of children with severe SpLD. The context of practice concerns barriers and opportunities for implementing inclusion in practice. Early identification and diagnosis of pupils’ strengths, deficits and SEN, together with intensified treatment corresponding to the SEN of children with SpLD, could significantly influence the efficiency of the educational process. Barriers, primarily of an immaterial nature, are mainly encountered in those schools that do not implement the five-tier Response to Intervention (RTI approach. This approach enables children with SpLD a continuum of team-based diagnostic evaluation, effective adaptations and assistance. The main reasons for the unfavourable situation concern education

Researching achievement and inclusion to improve the educational experiences and outcomes of all learners

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Lani FLORIAN

2011-11-01

Full Text Available This paper considers some of the key issues that must be taken into account when conducting research on inclusive education in an era of standards based reform. It challenges the widely held assumption that high levels of educational inclusion are incompatible with high levels of academic achievement in schools and presents the Framework for Participation, a research tool developed by the authors, which supports practitioners (and other researchers who wish to examine the development of inclusive practice in their own schools.

The Evolution of Inclusive Education in Denmark

DEFF Research Database (Denmark)

Engsig, Thomas Thyrring

The notion of inclusive education in the public school system is highly debated in Denmark, and internationally. Teachers and school leaders in Denmark are struggling with identifying good inclusive practices, and there seems to be discrepancies between multiple national educational policies, which...... inform teachers and stakeholders in their understanding of inclusive education.The Danish government passed and initiated a large reform of the Danish public school system in the beginning of 2014. Among other key aspects, the reform involves a more goal-oriented school with quantifiable national goals...... that 97% of the country’s students are to receive their education in the public school’s general education by 2020. Furthermore, the so-called ‘Inclusion law’, as it is commonly called, was passed in the Danish parliament in April 2012 (Law no. 379). The main purpose of this law was to redefine the notion...

A Self-Assessment Framework for Inclusive Schools Supporting Assistive Technology Users.

Science.gov (United States)

Hoogerwerf, Evert-Jan; Solander-Gross, Andrea; Mavrou, Katerina; Traina, Ivan; Hersh, Marion

2017-01-01

In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.

Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education

Science.gov (United States)

Gilham, Christopher M.; Tompkins, Joanne

2016-01-01

In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program's overall focus on equity education.…

Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

Science.gov (United States)

Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

2003-01-01

Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

TEACHERS’ COMPREHENSIONS, PERCEPTIONS, AND ATTITUDES TOWARDS INCLUSIVE EDUCATION

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Ruwandi Ruwandi

2012-12-01

Elementary School Teachers (MI in Salatiga to inclusive education; 2 their perceptions; and 3 their attitudes to the inclusive education. This is a survey research. The primary data collection method used in this research was questionnaires, besides structural interviews. Based upon the calculation of the questionnaires, the writer found out that 1 the teachers’ comprehension to inclusive education is still low (88.1 % and only 4.7 % feels having a little knowledge about it. In addition, 50.02 % have negative perceptions, and are only 21.46 % who have positive perceptions to it. Even though, 43.89 % have positive attitudes and 37.81 have negative attitudes to the inclusive education.

The Mutual Symbiosis between Inclusive Bi-Lingual Education and Multicultural Education

Science.gov (United States)

Irby, Beverly J.; Tong, Fuhui; Lara-Alecio, Rafael

2011-01-01

In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority…

Teachers' knowledge, attitude and practices of inclusive education ...

African Journals Online (AJOL)

This study was conducted to investigate teachers' knowledge, attitude, and practices of inclusive education in Nekemte town and its surrounding government primary schools; and how their knowledge and attitude towards inclusion affect the practice of inclusive education. The participants of the study were primary school ...

Indonesian teachers' epistemological beliefs and inclusive education.

Science.gov (United States)

Sheehy, Kieron; Budiyanto; Kaye, Helen; Rofiah, Khofidotur

2017-01-01

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.

Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe

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Maria Kett

2016-06-01

Full Text Available Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education for children with disabilities in low income countries, as well applying concepts of transport-related social exclusion in such contexts. The paper reviews a project designed to improve sustainable transportation to school for children with disabilities in four districts in Mashonaland West Province, Zimbabwe. The most common solution was three wheel motorbikes (tricycles with trailers. Whilst not been unproblematic, teachers, parents and the wider communities overwhelmingly agree that they have supported children with disabilities to attend school. Obviously tricycles are not the only component needed for an inclusive education system, but they are a start. The paper also highlights some crucial gaps in current approaches, key among which is the fact the most government departments work in silos. Whilst inclusive education is strongly supported by the Zimbabwean Government, there is a lack of joined up thinking between transport and education ministries. Without stronger collaboration across ministries children with disabilities will continue to experience avoidable barriers and transport-related social exclusion.

Inclusive education in the Netherlands : Characteristics and effects

NARCIS (Netherlands)

van der Bij, T.

2017-01-01

In his dissertation ‘Inclusive education in the Netherlands: characteristics and effects’, Teije van der Bij presents a conceptual and empirical model of the characteristics of inclusive education in schools. This model is constructed with the use of the self-evaluation data of educational

Educational Leaders and Inclusive Education: Perceptions, Roles, and Responsibilities

Science.gov (United States)

Romanuck Murphy, Cammy

2018-01-01

This three article dissertation explores educational leaders' perceptions, roles, and responsibilities associated with inclusive special education. Educational leaders include district leaders involved in the special education decision-making process, principals, and assistant principals. Article one provides a detailed literature review outlining…

Review of the Visiting Teachers Service for Children with Hearing and Visual Impairment in Supporting Inclusive Educational Practice in Ireland: Examining Stakeholder Feedback through an Ecological Systems Theory

Science.gov (United States)

McLinden, Mike; McCracken, Wendy

2016-01-01

In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper…

Father-Inclusive Perinatal Parent Education Programs: A Systematic Review.

Science.gov (United States)

Lee, Joyce Y; Knauer, Heather A; Lee, Shawna J; MacEachern, Mark P; Garfield, Craig F

2018-06-14

Fathers contribute to their children's health starting at the beginning of life. Few parent education programs include fathers. Among those that do, there is little effort to report program effects on father outcomes. In this systematic review, we examined father-inclusive perinatal parent education programs in the United States as they relate to a range of father outcomes. The databases searched were PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Ovid Medline, Cochrane Central Register of Controlled Trials, and PsycINFO. Studies were included if they included an evaluation of a parent education program and a report of father outcomes measured within 1 year of the child's birth and were conducted within the United States. Of 1353 total articles, 21 met study criteria. The overall state of the father-inclusive perinatal parent education program literature was poor, with few interventions available to fathers. Available programs were associated with increased father involvement, coparenting relationship, partner relationship quality, father's mental health, and father's supportive behaviors. Program effects on father-infant interaction, parenting knowledge, and attitudes and parenting self-efficacy were inconclusive. Three programs emerged as best evidence-based interventions. Risk of bias was high for many studies. Outcome variability, small sample size, and publication bias contributed to the weak evidence base. There is a need for more evidence-based interventions to support fathers. Clinicians play a key role in engaging fathers in early parent education programs and health care settings. PROSPERO registration number: CRD42017050099. Copyright © 2018 by the American Academy of Pediatrics.

Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom

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Varian, Samantha

2016-01-01

The purpose of this study was to measure the effects of Choice-Based Art Education on supporting the needs of all learners in an inclusive classroom, while building confidence, creativity, and critical thinking skills. Over a seven-week period, data was collected through photographs, pre- and post- surveys, interviews, pre- and post-creativity…

Pre-Service Secondary Teachers' Attitudes towards Inclusive Education

Science.gov (United States)

Costello, Shane; Boyle, Christopher

2013-01-01

The attitudes held by pre-service teachers have been shown to affect their willingness and ability to implement an inclusive approach to education. A sample consisting of 193 pre-service secondary teachers enrolled in secondary education courses at an Australian university were surveyed to determine their attitudes towards inclusive education,…

Psycho-pedagogical Research of Inclusive Education in the Undergraduates Training

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Alyohina S. V.

2015-11-01

Full Text Available The author examines the cultural and historical psychology as a methodological basis of research in the inclusive process of education. The article presents the current trends in research of inclusive education such as the design of organizational and psychological and pedagogical conditions for reinforcing the cultural norms of inclusion in the school: individual development in inclusive education; designing an inclusive educational environment. The article describes the logic of the research master students training. The author suggests for discussion some variants of design and research tasks in order to form the necessary research and development competencies of master students. The author is convinced that the quality of an inclusive process in basic education linked to the development of inclusive practice based on scientific research. Cultural-historical framework and its main idea becomes the methodological basis of psychological research as it claims a leading role of social environment in the development and educating of children

Winning and Re-Winning: Recommendations for Inclusive Education Reform for Students Labelled as Disabled in Alberta's Schools

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Williamson, W. John; Gilham, Chris

2017-01-01

Alberta Education has been engaged in reviews and reforms of special education, and attempting to describe and move toward more inclusive ways of supporting students with disabilities since 2008. These efforts have, at times, resulted in more progressive and inclusive education policies and, at times, seemed somewhat halting. The obstacle to…

Inclusive Education for Students with Intellectual Disability

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Janaki Balakrishnan

2012-08-01

Full Text Available This paper traces briefly the evolution of Inclusive Education for students with special education needs (SEN and discusses some significant challenges in its implementation. While the aim of Inclusive Education is to include all children with SEN in mainstream schools, there are many challenges that have to be overcome for their education to be meaningful. This paper focuses primarily on the inclusion of students with intellectual disability, since they are likely to be the largest number with special education needs in ‘inclusive’ schools. It offers the outline of a curriculum that may be derived from the mainstream one in use, and suggests a model that emphasises the replacement of age / grade placement, as is the present practice, with experience and maturity underpinning learning in persons with intellectual disability. The proposed model needs, of course, to be field-tested.doi 10.5463/DCID.v23i2.111

Inclusive education teacher: reflections from a comprehensive curruculum approach

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Soraia Napoleão Freitas

2012-08-01

Full Text Available The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.

Modelling Inclusive Special Needs Education: Insights from Dutch Secondary Schools

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Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.

2016-01-01

Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the…

Inclusive Education and the Arts

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Allan, Julie

2014-01-01

This paper addresses the troubled, problematic and contested field of inclusive education, characterised by antagonisms between so-called inclusionists and special educationists; frustration, particularly among disability activists caused by the abstraction of the social model of disability and the expansion of the special educational needs…

Accessibility on the agenda of social and educational inclusion

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Tatiane Negrini

2010-10-01

Full Text Available The present paper aims at unveiling the route of the proposed legal accessibility, seeking to develop a reflection inside the devices that support the process of social inclusion and education. Thus, studies in the area were used, also making reference to policies oriented for accessibility. So the research does not aspire to the exhaustion of the subject, but rather, it provides clues to a discussion of both to include accessibility in the scope of Special Education. There is a rescue on the law of accessibility including the Law No. 7405 of November 12, 1985, Law No. 10,048 of November 8, 2000, Law No. 10,098 of December 19, 2000 and Decree No. 5296 of 2 December 2004. Moreover, the ideas are on discussion according the current proposal of inclusive education, which refers to the access of everyone into the educational environment. Note that there are consistent policies regarding accessibility, however, in regard to the school environment, the barriers are not restricted only to the architectural features, or communications infrastructure. It has to agree, too, curricular and attitudinal adaptations as well as an assessment about the training.

More Policies, Greater Inclusion? Exploring the Contradictions of New Labour Inclusive Education Policy

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Roulstone, Alan; Prideaux, Simon

2008-01-01

The era of New Labour government has witnessed unprecedented growth in inclusive education policies. There is, however, limited evidence that policies have increased disabled children's inclusion. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on inclusive education…

Thinking and Research Inclusive Education without a Banister

DEFF Research Database (Denmark)

Larsen, Vibe; Korsgaard, Morten Timmermann; Wiberg, Merete

This paper presents some initial findings of a double sided study on research in inclusive education. The first part of the study concerns the development of a framework for establishing communities of collective thinking and inquiry with a specific emphasis on bringing researchers...... and practitioners of inclusive education closer together. The second part concerned the findings and new ideas that where brought to light in the collective framework. The idea then was to develop dialogical research in order to help researchers and practitioners to mediate between conceptions of inclusion...... and methodological approach to dialogical research and cooperation between researchers and practitioners with respect to development of the concept and practice of inclusive education....

Inclusive education: a challenge or a utopia?

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Mónica Patricia Alvarado Crespo

2014-03-01

Full Text Available This paper addresses the educational inclusion as a topical issue, framed in diversity. Our society and especially our schools, have been conducive to highlight the contrast of heterogeneity, reflecting concern indices of social inequality spaces, but it is clear that today we find greater accessibility in educational and workplace, for people in vulnerable, that thanks to the intervention of the Ministry of Education and Social Inclusion. However, the real challenge is to change the secreting structures, both in educational institutions and in society in general.

Difference, inclusion, and mathematics education

DEFF Research Database (Denmark)

Figueiras, Lourdes; Healy, Lulu; Skovsmose, Ole

2016-01-01

The round-table discussion on Difference, Inclusion and Mathematics Education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects the di...

Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion

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Maryam Dalkilic

2016-09-01

Full Text Available Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational inclusion with Amartya Sen’s (1985 Capability Approach. This integrated framework engages children, educators, and families in principled practices that acknowledge differences, rather than deficits, and enable attention to enhancing the capabilities of children with disabilities in inclusive educational environments. Implications include the development of policy that clarifies the process required to negotiate capabilities and valued functionings and the types of resources required to permit children, educators, and families to create relationally inclusive environments.

Variables Affecting Teachers' Attitudes towards Inclusive Education in Bangladesh

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Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne

2012-01-01

Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was…

First-Year University Students of Educational Sciences on Inclusive Education: Attitudes and Convictions in Flanders.

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Vanderfaeillie, Johan; De Fever, Frank; Lombaerts, Koen

2003-01-01

Assessed the attitudes toward inclusive education of college students at a Flemish college that had a new curriculum designed to familiarize first year educational psychology and special education students with inclusive education. Surveys of students who took introductory courses on inclusion indicated that students neither advocated for nor…

Coteaching in physical education: a strategy for inclusive practice.

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Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

A Survey into Czech Teachers'Attitude towards Inclusive Education

OpenAIRE

Hui, Luo

2006-01-01

Teachers are considered the key elements in promoting inclusive education and their attitude toward inclusion may influence school learning environment and the availability of equal educational opportunities for all students. The survey was carried out in Prague, Czech Republic to examine teachers' attitude toward inclusive education and the sample comprised of 104 regular and speciál school teachers. The analysis of data confirmed findings of many previous studies on teacher attitude toward ...

Statistical Trends and Developments within Inclusive Education in Turkey

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Cakiroglu, Orhan; Melekoglu, Macid Ayhan

2014-01-01

The education of students with special needs in an inclusive environment is becoming more widespread throughout the world. Similarly, in Turkey, the inclusion of students with disabilities has also improved. However, current statistical trends and developments within inclusive education are not well known. The purpose of this study is to provide a…

All Inclusive Education Secondary Education Level Effects Of Tourism

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Levent Tolay

2012-09-01

Full Text Available In this study, the effects of tourism education at secondary level were investigated for all-inclusive system (AIS that is applying to the tourism sector in Turkey. For this purpose, two questionnaire surveys were conducted over two groups. A negative prediction about the all-inclusive system is concluded due to research of trainer stuff that can not educate on quality competency-based personal. But it is understood that students that are directly or indirectly into to this system are not participating at the same rate level.

Inclusive education for Deaf students: Literacy practices and South ...

African Journals Online (AJOL)

Inclusive education for Deaf students: Literacy practices and South African Sign Language. ... Southern African Linguistics and Applied Language Studies ... of inclusive education for Deaf students in a mainstream Further Education and Training (FET) classroom through the use of a South African Sign Language interpreter.

An Arendtian Perspective on Inclusive Education: Towards a Reimagined Vocabulary

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Korsgaard, Morten Timmermann

2016-01-01

Inclusive education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which has allowed inclusive movements and initiatives…

Inclusive education: recipe book or quest. On diversity in the classroom and educational research

NARCIS (Netherlands)

Leeman, Y.A.M.; Volman, M.L.L.

2001-01-01

Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic

[Inclusive education in nursing: analysis of students' needs].

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Faro, Ana Cristina Mancussi E; Gusmai, Luana de Fátima

2013-02-01

Inclusive education is based on assisting all students alike, providing an education aimed at everyone equally in order to identify the particular educational needs of each student. The objectives of the present study were to identify the occurrence of disabilities, explore the learning resources that allow for inclusion; identify the architectural, communication, educational and attitudinal barriers that may affect students' performance; and discuss the students' suggestions of how to promote inclusion. This exploratory, descriptive, cross-sectional study was performed using a quantitative approach. Data collection was performed through interviewing undergraduate nursing students, using a questionnaire containing open- and closed-ended questions. It was found that 66.3% of students have a visual impairment and 1.2% reported having a hearing impairment, but no physical disability was reported. Architectural barriers were the most frequently mentioned by the interviewed students, followed by educational barriers.

The Influence of Gender and Special Education Training on Attitudes towards Inclusion

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Şenol Orakcı

2016-08-01

Full Text Available Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers’ viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers’ attitudes towards special education. Teachers’ attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers’ or prospective teachers’ attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers’ branches were seen to be of significance.

Virtual Environments: Issues and Opportunities for Researching Inclusive Educational Practices

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Sheehy, Kieron

This chapter argues that virtual environments offer new research areas for those concerned with inclusive education. Further, it proposes that they also present opportunities for developing increasingly inclusive research processes. This chapter considers how researchers might approach researching some of these affordances. It discusses the relationship between specific features of inclusive pedagogy, derived from an international systematic literature review, and the affordances of different forms of virtual characters and environments. Examples are drawn from research in Second LifeTM (SL), virtual tutors and augmented reality. In doing this, the chapter challenges a simplistic notion of isolated physical and virtual worlds and, in the context of inclusion, between the practice of research and the research topic itself. There are a growing number of virtual worlds in which identified educational activities are taking place, or whose activities are being noted for their educational merit. These encompasses non-themed worlds such as SL and Active Worlds, game based worlds such as World of Warcraft and Runescape, and even Club Penguin, a themed virtual where younger players interact through a variety of Penguin themed environments and activities. It has been argued that these spaces, outside traditional education, are able to offer pedagogical insights (Twining 2009) i.e. that these global virtual communities have been identified as being useful as creative educational environments (Delwiche 2006; Sheehy 2009). This chapter will explore how researchers might use these spaces to investigative and create inclusive educational experiences for learners. In order to do this the chapter considers three interrelated issues: What is inclusive education?; How might inclusive education influence virtual world research? And, what might inclusive education look like in virtual worlds?

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

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Coates, Janine; Vickerman, Philip

2010-01-01

The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE). Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities. As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

Reclaiming Teacher Intellectualism through and for Inclusive Education

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Schlessinger, Sarah L.

2018-01-01

Inclusive education, understood as a pedagogical commitment to schooling experiences that value diversity and promote equitable participation for all students, has not been broadly taken up in practice in the United States. Much of the research in this field suggests that teachers' attitudes towards inclusive education are the primary barrier to…

Amalgam between the inclusive teacher and the universe of physical education

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Calixto Júnior de Souza

2013-06-01

Full Text Available The aim of this pilot study is to undestand the connection between teacher training and the inclsion process, aiming to maki a range of elements that will contribute to the undestanding of the object of study seeking to answer the question of the study many of wich remain in the face of conficting Physical Education is not enabled understanding of the symbiosis between the inclusive teacher and the universe of physical education. Therefore, it is using a literature search with a character as a way to collect data that can support the undestanding of the analysus that will be worked in this study. Through the study it is possible to point out that the área of Physical Education needs to overcome a series of conflicts that make it impossible to approach with the inclusion process, it being understood here, as a process that aims to include all those students who were Always segregated and marginalized the contour for regular education and physical education with contextualizing this process becomes more sensitive whereas it is na área that has been characterized by highlighting the most skilled and more skilled, while the others were (are considered to be defeated not by adaptin to molds designed for high-performance sports. Therefore, whem thinking in teacher education in physical education is necessary to consider all the nuances that can lead to exclusion of students with special needs in order to strengthen the inclusion process with transparency that pervades the diversity in the school.

"I Don't Have Time to Be This Busy." Exploring the Concerns of Secondary School Teachers Towards Inclusive Education

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Round, Penny N.; Subban, Pearl K.; Sharma, Umesh

2016-01-01

The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher…

Effect of Inclusive Education Awareness Programme on Preservice Teachers

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Pingle, Sudha; Garg, Indu

2015-01-01

In India, the concept of inclusive education schools is gaining importance to provide equal opportunities for education for all. Aims of schools in India has is to include students with special needs in the regular classrooms. However, biggest challenge they face is lack of awareness among teachers about inclusive education. Educationists across…

Inclusive education foreign experience and Russian realities

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Natalya V. Borodina

2011-04-01

Full Text Available The article analyses social processes, effecting inclusive education development in countries with liberal welfare model and problems of integrated education development in Russia.

Moving Towards Inclusive Education as a Human Right, An analysis of international legal obligations to implement inclusive education in law and policy

OpenAIRE

Waddington, L.B.; Toepke, C

2014-01-01

Children with disabilities experience ongoing segregation in special education classes or are otherwise excluded from education. This is in spite of the fact that States have a legal obligation to offer an accessible and inclusive education to all learners. Exclusion of any child from education is a violation of international law and a breach of human rights. The provision of inclusive education is an obligation under international law, as well as the means by which to fulfil the additional l...

A Perspective of Inclusion: Challenges for the Future

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Maria-Luise Braunsteiner

2013-10-01

Full Text Available The term, inclusion, particularly in the educational setting, is still based on a deficit view. Perceptions of ‘dis’-ability create barriers to true inclusion and are often reinforced through higher education training programs. To promote inclusive values, acceptance of individual and cultural differences must be included in all curricula, not solely within special education. The future of a truly inclusive education relies on a cultural shift that supports and nurtures differences, and views success through a lens not focused on standardization but on diversity. The Index for Inclusion (The Index has been utilized worldwide to support schools, to remove perceived barriers and to establish increasingly inclusive school cultures and practices. The Index aids in the creation of a culture that is dedicated to identifying and reducing barriers to inclusion and increases the learning and participation for all students.

LGBTQ Inclusion in Educator Preparation: Getting Ready for Gender and Sexual Diversity in Secondary School Settings

Science.gov (United States)

Hoelscher, Mary Helen

possibilities for LGBTQ inclusion in life science educator preparation. This study, thus, is theoretical as it sets about exploring possibilities for LGBTQ inclusion across life science education curriculum by drawing from the literature about the needs of LGBT and questioning students, the small amount of scholarly work related to science teacher education, and other scholarly work that relates to preparing teachers for gender and sexual diversity in secondary settings. The second study explored possibilities for LGBTQ inclusion in science teacher education. The third study, a holistic multiple-case study, explored science teacher candidates' adoption of LGBTQ inclusion in their praxis during a science EPP (SEPP). The research questions guiding this study were: what were science TCs' commitments to LGBTQ-inclusive praxis? What were science TCs' enactments of LGBTQ-inclusive praxis? And, what supports and barriers influenced TCs' commitment to and enactment of LGBTQ-inclusive praxis during the SEPP? Understanding these commitments, enactments, and the supports and barriers to them will benefit the particular SEPP and contribute to greater understanding of the capacities and needs of science TCs as they are challenged to fully welcome and educate the diversity of learners who enter their classrooms. The set of studies concludes with a discussion of implications for EPPs and future research that may lead to the realization of a vision of classroom practices that are inclusive of LGBTQ students for the benefit of schools and communities.

Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

Science.gov (United States)

Aydin, Mensure

2014-01-01

The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

Educators' Experiences of Inclusive Learning Contexts: An Exploration of Competencies

Science.gov (United States)

Magare, Ishmael; Kitching, Ansie Elizabeth; Roos, Vera

2010-01-01

The successful implementation of inclusive education relies heavily on educators. Inclusive education is based on values such as human dignity, equality, human rights and freedom. The complexity of the interactive relationships between different systems, such as learners, educators, families, schools and the learning context, was recognised in…

Trekking Back to Mainstream for Inclusive Education, Is It There?

Science.gov (United States)

Kalenga, Rosemary Chimbala; Fourie, Elsa

2012-01-01

This paper explores the ecosystemic management strategies for inclusive schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for inclusive education. Ecosystemic perspective on inclusive education, ecological theories and systems theories underpin…

Inclusive Education National Research Advocacy Agenda: A Call to Action

Science.gov (United States)

Morningstar, Mary E.; Allcock, Heather C.; White, Julia M.; Taub, Deborah; Kurth, Jennifer A.; Gonsier-Gerdin, Jean; Ryndak, Diane L.; Sauer, Janet; Jorgensen, Cheryl M.

2016-01-01

The TASH Inclusive Education National Committee responded to Horner and Dunlap's call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) "What is the state of inclusive…

Friendship in inclusive physical education.

Science.gov (United States)

Seymour, Helena; Reid, Greg; Bloom, Gordon A

2009-07-01

Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

Inclusive education in Latin America and the Caribbean

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Rosa BLANCO GUIJARRO

2011-11-01

Full Text Available The region of Latin America and the Caribbean is known for being the most socially unequal in the world and for this has highly segmented societies, which affects the education, integration and social cohesion of the population. Expanding opportunities for everyone to have access to quality education and developing more inclusive schools, which would educate within and for diversity, stand out as two powerful strategies in a move towards more just and democratic societies in Latin America. This paper presents a detailed analysis of the educational situation in the region from the perspective of rights and inclusion, with particular attention paid to those individuals and groups that suffer most from the impact of inequality, exclusion and marginalization. This analysis begins with an assessment the progress and challenges still to be made regarding access, attendance, quality and equity of education in Latin America. In the second part it addresses the major issues on the agenda of Inclusion in Latin America and the Caribbean.

Towards a shift in perspective for inclusive education research

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

2017-01-01

of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia

Science.gov (United States)

Ali, Manisah Mohd; Mustapha, Ramlee; Jelas, Zalizan Mohd

2006-01-01

The hallmark of inclusive education is the teachers' willingness to accept students with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of this study was to examine teachers' attitudes and their perceived knowledge towards inclusive education in…

Implementation of inclusive education: Do parents really matter?

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Afolabi Olusegun

2013-01-01

Full Text Available It has long been ascertained that the application of a family centered perspectives to learning is a positive strategy toward implementation of inclusive education worldwide. Similarly, research also confirmed that meaningful parent's involvement is highly recognized as the most important ingredient for successful inclusive practice. This article critically explores and reviews research literature on the relevance and usefulness of family involvement to the implementation of inclusive education. The article planned to increase our knowledge and understanding of the crucial role that engaging families of learners with special needs might have on their learning, and look at earlier studies relating to the major effects of parental involvement in inclusion. Moreover, the article also paid particular attention to how culture, ethnicity, socioeconomic background, and family characteristics influence the level of school - parent partnership in inclusive settings. Finally, findings revealed parents as social actors whose involvement is related to positive outcomes of learners with exceptional needs in inclusive settings.

Research in the Field of Inclusive Education: Time for a Rethink?

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Messiou, Kyriaki

2017-01-01

This paper sets out to challenge thinking and practice amongst researchers in the field of inclusive education. It does this based on an analysis of published articles in the "International Journal of Inclusive Education" between 2005 and 2015, which identified topics and methodologies used in studies of inclusive education. The analysis…

The achievement impact of the inclusion model on the standardized test scores of general education students

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Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

Modelling inclusive special needs education : Insights from Dutch secondary schools

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Van der Bij, T.; Geijsel, F.P.; Garst, G.J.A.; Ten Dam, G.T.M.

2016-01-01

Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with

Realizing the Educational Rights of Children with Disabilities: An Overview of Inclusive Education in Cameroon

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Cockburn, Lynn; Hashemi, Goli; Noumi, Christian; Ritchie, Allison; Skead, Kimberly

2017-01-01

All children deserve access to education, including those in low income countries. Educators and teachers share a desire to promote inclusive education, and can came together, such as the current group of authors did, to educate themselves about current developments. This paper examines published research relevant to inclusive education in…

Leadership for All Students: Planning for More Inclusive School Practices

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Black, William R.; Simon, Marsha D.

2014-01-01

Educational policies and leadership practice has evolved to support efforts for inclusive education for students with disabilities. This article focuses on how leaders support and develop inclusive practices for students with disability through engaging institutional norms and inertia; developing inclusive practice as a planned organization-wide…

Towards a Shift in Perspective for Inclusive Education Research--A Continental Approach

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Korsgaard, Morten Timmermann; Mortensen, Stig Skov

2017-01-01

With a starting point in the tradition of "geisteswissenschaftliche Pädagogik," this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to…

Problems of implementation of inclusive education in the USA and European countries

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Liventseva N. A.

2012-06-01

Full Text Available The article represents an analytical review of empirical studies covering the problems of inclusive education in the developed countries: the USA, Great Britain, Scandinavian countries. The article examines 18 scientific publications on inclusive education in psychological periodicals of the USA and Europe issued in 2006—2011. They give coverage to empirical findings concerning the implementation of inclusive education and are subdivided into two thematically different groups. The first one includes investigations focused on the study of professional training for inclusion educators. It means the organization of the effective system of training for educators which can make them ready to provide inclusive education in classrooms; problems of educators' attitudes to inclusion as factors providing its successful implementation; development of educators' basic skills in their interactions with special children and their families. The second group of studies focuses on the problems of adaptation, namely, the way children with special needs adjust in a group of nominally healthy peers.

On Being Musical: Education towards Inclusion

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Ruddock, Eve

2018-01-01

This article questions educational practices that undermine 'being' musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity…

Inclusion "All Present and Correct?" A Critical Analysis of New Labour's Inclusive Education Policy in England

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Hodkinson, Alan

2013-01-01

Drawing on Derrida this paper considers how inclusive education in England was defined and operationalised within New Labour's educational policy and by those teachers who reconstructed this policy within the confines of schools and individual classrooms. The paper has two critical ambitions. First it argues that the epistemology of inclusion was…

Historical Background of Inclusive Education Development in the Nordic Countries

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Natalia Andriichuk

2017-06-01

Full Text Available The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others.

Inclusive Special Education: Development of a New Theory for the Education of Children with Special Educational Needs and Disabilities

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Hornby, Garry

2015-01-01

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of "inclusive special education" that comprises…

Inclusive Education--A Christian Perspective to an "Overlapping Consensus"

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Pirner, Manfred L.

2015-01-01

The UN Convention on the Rights of Persons with Disabilities has triggered endeavours in many countries to implement inclusive education at public schools. A Christian interpretation that concentrates on the anthropogical themes of fragmentarity, fragility and complementarity offers valuable impulses to the public discourse on inclusive education,…

Determinants of inclusive education of 8-12 year-old children with cerebral palsy in 9 European regions

DEFF Research Database (Denmark)

Sentenac, Mariane; Ehlinger, Virginie; Michelsen, Susan Ishøy

2013-01-01

The principle of inclusive education has been increasingly recognised over recent decades and most countries officially support schooling of children with disabilities in mainstream settings. The SPARCLE study offers the opportunity to report on the schooling practices for children with cerebral...... on inclusion in mainstream school, depending on the region....

Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education

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Lalvani, Priya

2013-01-01

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support…

Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education

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Priyadarshini, S. Saradha; Thangarajathi, S.

2017-01-01

Inclusive education is a means of creating effective classrooms where educational needs of all children including children with special needs are addressed. The concept of inclusion is still emerging as far as India is concerned. In the recent years, there is a growing awareness about inclusive education among educators. Government of India had…

Making It Logical: Implementation of Inclusive Education Using a Logic Model Framework

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Stegemann, Kim Calder; Jaciw, Andrew P.

2018-01-01

Educational inclusion of children with special learning needs is a philosophy and movement with an international presence. Though Canada is a leader in educational inclusion, many would claim that our public educational systems have not yet fully realized the dream of inclusive education. As other countries have noted, making full-fledged changes…

Perceptions and Expectation of Palestinian Teachers towards Inclusive Education in Bethlehem District

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Abu-Heran, N.; Abukhayran, A.; Domingo, J.; Perez-Garcia, M. P.

2014-01-01

Introduction: The study investigates about the reality of inclusive education in Palestine according to the opinion of their teachers. It is presented in the legislative and social framework of education in Palestine and compares it with current knowledge in inclusive education, from which a series of essential elements for inclusive education can…

EDUCATIONAL INCLUSION A VIEW FROM TEACHERS-TUTORS FOR BACCALAUREATE: CHALLENGES AND DEFIANCES

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Irma Leticia Zapata-Rivera

2015-07-01

Full Text Available This article provide an overview of educational inclusion about the challenges and defiances of the PIT-ADIUAS UAS in the formation of the student, through the eyes of teachers-tutors baccalaureate Guasave Nocturna of the Universidad Autónoma de Sinaloa. The importance of the article lies in the documentary analysis of the documents and signed in his rift with the reality observed in the classroom by teachers and tutors. Its approach is developed from a mixed methodology under the case study approach, supported by documentary research techniques and social research (observation and interview. The results obtained and conclusions that the team arrives, intended to call attention to the university authorities to order to comply with one of the precepts unsigned: educational inclusion through teacher-tutor professionalism in the globe NEE students.

Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

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de Greef, Maurice; Verté, Dominique; Segers, Mien

2015-01-01

To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

Six years of inclusive education at the University of Rwanda-College ...

African Journals Online (AJOL)

Inclusive education is one of the emerging challenges in the Rwandan education today, just like in many other educational systems. The College of Education of the University of Rwanda developed and implemented the inclusive education program since 2008. Thirty students with severe disabilities (SwDs) have enrolled, ...

Business and Technology Educators: Practices for Inclusion

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Donne, Vicki; Hansen, Mary A.

2013-01-01

Business educators face the challenge of operationalizing the global converging initiatives of technology integration and inclusion of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators…

Supporting Students with Severe Disabilities in Inclusive Schools: A Descriptive Account From Schools Implementing Inclusive Practices

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Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.

2015-01-01

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…

Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo Addu Maldives A Study Of The Perceptions Of Teachers

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Mariyam Shareefa

2015-08-01

Full Text Available The Inclusive Educational Policy of Maldives Ministry of Education 2013 declares that all students should be given equal educational opportunities regardless of their physical intellectual social emotional or other conditions. The aim of this study was to find out what teachers believe perceive and feel about their schools readiness for inclusive education with regard to the school leadership school climate curriculum instructions individual student support and teachers knowledge skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general teachers had a positive view towards all the readiness factors related to inclusive education. However the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education lack of facilities lack of awareness among all stakeholders curriculum difficulties and time restrictions.

USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

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Pamela Buhere

2013-12-01

Full Text Available This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E for Special Needs Education (SNE learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158. Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should

Special education versus inclusive education: the role of the TEACCH program.

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Panerai, Simonetta; Zingale, Marinella; Trubia, Grazia; Finocchiaro, Maria; Zuccarello, Rosa; Ferri, Raffaele; Elia, Maurizio

2009-06-01

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.

Inclusive physical education – premises for the development

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Monica Stănesc

2009-06-01

Full Text Available In last years, one of the major educational interests was to assure conditions for inclusion in normal school for children withspecial educational needs. This paper is part of a national research project (CNCSIS 931/2007 that finally intends toelaborate „Models of curricular design for adapted and inclusive physical education”. By starting from this project, thepresent study aims, on the one hand, at identifying the way in which the physical education teachers in mass schoolsperceive the integration of children with some disabilities into the physical education class, and, on the other hand, atidentifying the way in which the teachers working in special schools manage to involve them into the sport activitiespracticed by normal children, so that one could talk about integrated physical activities, where each pupil, with or without adisability, is equally important. Knowing the way of approaching the activity within the inclusive sport activities can facilitatethe disabled children’s better involvement into the respective practice and their better social integration.To this purpose, weinitiated two parallel studies. They were based on questionnaires and on direct observation, and were conducted on a 4-month period. The integration models through inclusive school determine the specialists to pay more attention to physical forall, where the disabled children are integrated in normal school classes.

Reconceptualising Advocacy: Creating Inclusive Education in US Universal Pre-Kindergarten

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Sherfinski, Melissa; Weekley, Brandi Slider; Mathew, Sera

2015-01-01

This narrative inquiry concerns preschool education in the USA. It describes and analyses the barriers and possibilities for inclusion/exclusion that educators and parents of young children in a West Virginian community believe that it poses. The researchers present a case study designed to examine the context of inclusive education as revealed in…

In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators

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Rita Brusca-Vega

2014-11-01

Full Text Available This article addresses the need for collaborative professional development of science and special educators to enhance access and inclusion for students with disabilities and improve science learning for all students. The purpose of the study was to examine changes in the teaching practices of science and special educators, grades 4 to 8, as they jointly completed an intense year-long professional development program designed to promote hands-on, inquiry-based science in their classrooms; expand their instructional repertoires to better serve students with disabilities and other learning problems; and facilitate communication between the groups. Quantitative and qualitative measures, including pre and post ratings of teacher classroom performance, action research projects, and teacher interviews, were used to determine changes in teacher instructional and collaborative practices.

Inclusive Education at Primary Level: Reality or Phantasm

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Itfaq Khaliq Khan

2014-06-01

Full Text Available The objectives of this study were to assess the impacts of Inclusive Education (IE Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

Learning Goals in Didactics and Education, Inclusion and Social Mobility

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

2017-01-01

Abstract NERA 2016 Learning Goals in Didactics and Education, Inclusion, Social Mobility Ninna V. Braüner, master in general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, master in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In Denmark the Inclusion Act was passed in 2012 and a new school act in 2014. Several pupils with special needs are included in the school...... pupils. Even the social mobility will increase. In our project we want to discuss the hypothesis mentioned above. Which advantages and disadvantages have effective learning goals of inclusion? How can practice be developed within these frames? Teachers, educators, directors of education etc. find...

HARMONIC INCLUSION FROM EDUCATION FOR PEACE AND COEXISTENCE PLANNING

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Diana Genoveva Guerrero-Arce

2016-01-01

Full Text Available This article of reflection shown below is an analysis of how inclusion schemes change from a positive perspective from the peace studies and planning coexistence, considering elements of relevance as the conceptualization of discrimination, learned disabilities, public policies that attempt to include from the exclusion and the role of planning in the harmonic coexistence inclusion not only in school settings but socially, as an alternative that promotes respect for differences and consider redesigning programs rather than promote inclusion, wear combating discrimination and exclusion, resulting in more emerging preventive and educational actions. It is considering the need for listing proposals from a new paradigm that considers differences as elements that enrich the school environment and allow peaceful coexistence through diversity, which it is directly linked to that observed in the planning of coexistence that is taking place in schools in School Education of the State of Mexico inclusive education.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITY

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Daniela Blagoj Dimitrova-Radojicic

2014-06-01

Full Text Available This article reports the findings of a study designed to investigate the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was aimed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.

Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African Study

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Rusznyak, Lee; Walton, Elizabeth

2017-01-01

In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article…

SPECIAL AND INCLUSIVE MODELS OF EDUCATION IN MODERN AMERICAN AND BRITISH STUDIES

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Nataliya Andriichuk

2016-09-01

Full Text Available The article deals with a comparative description of inclusive and special systems of education. On the basis of American and British studies are shown that modern scientists, voluntary organizations and parents of the disabled kids meet two problems: to prove that inclusion is necessary for children with special needs as the alternative to special education and to illustrate the real ways of inclusive education implementation into general educational process. The main goal of inclusive education is defined – to educate an absolutely full member of society by attracting all participants of education process to the general school activities. The author of the article points out that the professionals in the sphere of special education created and worked out a great amount of forms, methods and techniques of teaching which work with particular categories of children with special educational needs. This potential is useful and valuable from the point of view of inclusion which cannot succeed without the professional participation of specialists in different fields of pedagogy, psychology and rehabilitology.

Inclusive Basic Education in South Africa: Issues in its Conceptualisation and Implementation

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Lucyline Nkatha Murungi

2015-04-01

Full Text Available Education is one of the most topical issues in South Africa. In recent years, particularly in the period after the adoption of the UN Convention on the Rights of Persons with Disabilities (2006 (hereinafter CRPD, the discourse on the education of children with disabilities has mainly focused on the potential of White Paper 6 on Special Needs Education (2001 (hereinafter WP 6 and its implementing programmes to facilitate the realisation of the right to education for children with disabilities. The CRPD proposes inclusive education as the appropriate way of ensuring the right to education for children with disabilities, and sets out a framework for the implementation thereof. In addition, the CRPD sets out other principles which essentially redefine the approach to the interpretation and implementation of the rights of persons with disabilities. One such principle is the principle of non-discrimination, which demands that all rights be implemented on a basis of equality between all people, disability notwithstanding. Arguably, the legal and policy frameworks on education in South Africa reflect the standards proposed under the CRPD to some extent, and other instruments on the right to education. However, there are still considerable challenges in the conceptualisation and implementation of inclusive education, especially at the basic education level. These challenges are not unique to South Africa, and are mainly attributable to the evolutionary background of the concept of inclusive education at the international level. Hence for instance, the understanding of inclusive education often tends to focus exclusively on the education of persons with disabilities as opposed to the inclusion of all marginalised and excluded groups. This narrow understanding is replicated in South African law, policy, and practice of education. Challenges to the realisation of inclusive basic education in South Africa are compounded further by the pertinent issues

Performance of the education professionals concerning the school inclusion of the student with intelectual disability

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Anaí Cristina da Luz Stelmachuk

2012-08-01

Full Text Available This research investigated how regular teachers and school-unit supervisors have behaved in relation to students with intellectual deficiencies, having in view the addition of an assistant teacher in the classroom. The theoretical fundaments were based both on specialized literature as well as documented research regarding the Brazilian legislation and official publications on Special Education. The field research followed the qualitative approach, and had as subjects 10 school supervisors and 16 regular teachers from the first years in Elementary School at the Public Municipal Network from the town União da Vitória - Paraná State. For the data collection the subjects answered questionnaires and 30% of the supervisors and 31.25% of the teachers were interviewed. The answers were categorized as: meaning of school inclusion; concept of intellectual deficiency, and educational aims in relation to the intellectually deficient student; facilities and difficulties involving the inclusion of such students in the regular schools; and conditions for the support to the inclusion. After the data was analyzed it was verified that: the assistants are requested the Municipal Board of Education by the schools; 88.46% of the subjects in this research give directions to the assistants. 69.23% feel partially prepared and 23.07% feel prepared for such a position. Teachers consider that students with intellectual deficiency present a greater necessity of support in the academic area. Both, supervisors and teachers consider that the support of an assistant teacher in the classroom reflects positively in the academic and social development of the students, evidencing safeguards in relation to the development of the autonomy. The subjects questioned the profile and educational background of the assistants and suggested continuing education for such professionals as well as for themselves.

Child with autism in inclusive educational setting

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Tomić Katarina N.

2014-01-01

Full Text Available The paper examines the possibility of including children with autistic spectrum disorders in mainstream groups in kindergartens, but from the perspective of preschool educators in inclusive educational groups, examining their attitudes to the problem concerned, and knowledge of the basic aspects of the disorder and effective methodological solutions, which were used in their work. The research conducted in Preschool institution 'Nata Veljkovic' in Krusevac, on a sample of 36 preschool teachers selected randomly, with the request to have more than five years of working experience, has shown that most teachers expressed concern and fear of the inclusion of children with autism and that there was a need for additional education in the field of developmental disabilities, that would make them better equipped to work and give them more confidence.

Inclusive Education in Korea: Policy, Practice, and Challenges

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Kim, Yong Wook

2013-01-01

Even though the Korean experience with special education in the public education system is limited, inclusive education for special education needs (SEN) students has been at the center of attention at the national policy level since the mid-1990s. Since then, Korean educators and administrators have put an emphasis on the revision and regulation…

Teacher preparedness for inclusive education | Hay | South African ...

African Journals Online (AJOL)

Since the report of the National Department of Education, “Quality Education for All” was published in 1997, it has became evident that inclusive education is going to be the way forward in special (and regular) education. Both the Consultative Paper on Special Education (30 August 1999) and the Draft White Paper on ...

Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future

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Mwajabu K. Possi

2017-12-01

Full Text Available Special education was introduced in Tanzania Mainland in 1950 by the Church Missionary Society. Despite its long history in the country, not many policies have clearly stipulated the need for special and inclusive education. This paper succinctly and systematically evaluates various educational reforms and policies in Tanzania, and points out some successes and embedded challenges in the development of special needs and inclusive education in Tanzania. To analyze clearly the current situation of special and inclusive education in the country, the Peter’s model and cases of some identified schools for exceptional students are used. The analysis has indicated an evolution from special to integrated and later on to inclusive education, which has led to an apparent increase in the number of schools and subsequent relatively higher enrollment figures for children with special needs. Despite this evolution, Tanzania has a long way to go, when compared to other countries in effectively achieving the provision of education to exceptional individuals. Finally, towards a new era of special and inclusive education in Tanzania, various recommendations are offered.

Inclusive Education: Lessons from History

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Boroson, Barbara

2017-01-01

How has education evolved from exclusion to inclusion, from judgment to acceptance, and from disability to difference? This is the question that frames Barbara Boroson's article in the theme issue, "Differences, Not Disabilities." Boroson begins by taking a historical view of how schools have treated those who were perceived to be…

Inclusive Education for Children with Special Education Needs:A Critique of Policy and Practice in New Zealand

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Garry Hornby

2012-04-01

Full Text Available This article considers the issue of inclusive education for children with disabilities and special educational needs, in particular with regard to policies and practices in developed countries, such as New Zealand. The article reviews the debate about inclusive education and outlines several confusions about inclusion that have emerged from this debate. It then provides a critique of policies and practices regarding inclusive education in New Zealand, in comparison to those in other developed countries, such as the USA and England. Finally, implications of the issues discussed for developing countries, such as those in the Asia-'‐Pacific region, are outlined.

Inclusive Education in Romania: Policies and Practices in Post-Communist Romania

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Walker, Gabriela

2010-01-01

This paper discusses current inclusive education policies and practices in Romania. There are few accounts of and no systematic study published on this topic. The Romanian special educational policies began to evolve towards integration and inclusion. Today, Romanian special education functions according to democratic principles and Romanian…

Development of a Scale to Measure Attitudes toward Inclusive Education.

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Wilczenski, Felicia L.

1995-01-01

The Attitudes toward Inclusive Education Scale (ATIES) is a measure of positive and negative attitudes toward integrating children with disabilities into regular classes. Results with 445 teachers show that the ATIES defines a unidimensional attitudinal variable and yields interval measures of attitudes toward inclusive education. (SLD)

Disability inclusion in higher education in Uganda: Status and strategies

OpenAIRE

Paul Emong; Lawrence Eron

2016-01-01

Background: Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at a...

PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE FIELD OF INCLUSIVE EDUCATION IN SCHOOL (THE EXPERIENCE OF RUSSIA AND BULGARIA

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Iglika A. Angelova

2016-01-01

Full Text Available The aim of the investigation is to discuss the problems connected with a current state of inclusive education in Russia and Bulgaria.Methods. Experience, positive and negative tendencies in the field of inclusive education of the Russian and Bulgarian systems of training and education are analysed and generalized.Results and scientific novelty. Creating conditions for quality education for all children regardless of the characteristics of their health is a social guarantee of any post-industrial country. Access to quality education for children with disabilities is a target of nowadays reforms of the Russian and Bulgarian education in the context of globalization: Bulgaria’s accession to the European Union and activity of Russia as an independent state on the international education arena.Adverse conditions of inclusive education in the two countries complicate establishing and implementation of public policies for the development of inclusive education. However, objective data about teachers’ readiness for the implementation of inclusive education and public debate around this issue stimulates a better understanding of the principles on which the activities of the teacher, directed at the education of children with disabilities.The principles providing a basis for developing professional teacher competencies in the field of inclusive education are presented in the article. The importance of complex solution to the problem is highlighted: involvement of an administrative resource, realization of the social mechanism of a special type of mutual aid (tutoring, formation in the organization and society of culture of the attitude towards people with peculiarities of health. Everything listed has to be supported by the state measures, including the motivation of teachers to development in a profession and obtaining special professional competences.Practical significance. The research findings can be useful for correction of pedagogical activity

Inclusion, Learning Goals in Didactics and Education - Effects and Findings

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...

Inclusive education in Nigeria: a myth or a reality? | Eni-Olorunda ...

African Journals Online (AJOL)

This paper looks at the implementation of inclusive education in Nigeria, whether it\\'s a myth or a reality. The present forms of Education for children with special needs such as special and integrated schools were critically evaluated. This is because, the implementation of inclusive education would depend on the ...

Principal Preservice Education for Leadership in Inclusive Schools

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Lyons, Wanda

2016-01-01

Principal leadership has been identified as the key to successful implementation of inclusive education for students with disabilities. Prospective principals require knowledge, skills, and dispositions to equip them to work with key stakeholders to initiate and sustain inclusive practices within their schools. The purpose of this action research…

Factors Associated with Staff Perceptions towards Inclusive Education in Singapore

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Poon, Kenneth K.; Ng, Zijia; Wong, Meng Ee; Kaur, Sarinajit

2016-01-01

In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school…

Training, Understanding, and the Attitudes of Primary School Teachers Regarding Inclusive Education in Hong Kong

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Leung, Chi-hung; Mak, Kit-ying

2010-01-01

Inclusive education is one of the most important issues in education in Hong Kong, China. Because the role of teachers is critical to the success of inclusive education, this study investigated some of the elements that determine the success of implementing inclusive education. Teachers' perceived definition of inclusive education, the…

The Influence of Gender and Special Education Training on Attitudes Towards Inclusion

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Orakci, Senol; Aktan, Osman; Toraman, Çetin; Çevik, Hüseyin

2016-01-01

Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on…

Pre-Service Primary Teachers' Attitudes towards Inclusive Education

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Varcoe, Linda; Boyle, Christopher

2014-01-01

Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers' attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers' attitudes by examining total inclusion scores, positive…

Southern Federal University as a Center for the Development of Inclusive Education in the Region

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Goryunova L.V.,

2017-08-01

Full Text Available The article provides an overview of best practices for inclusive education in higher educational institutions of the country, in terms of assessing its role in the development of inclusion in the regions. Cluster approach is proposed as the main approach to the development of regional inclusive education. The article describes the experience of organizing inclusive education in the Southern Federal University as a basic educational institution of higher education and as a cluster- forming educational organization that provides learning environment for persons with disabilities at all levels of education. The article also reveals the purpose and objectives of the university in the organization and implementation of quality inclusive education as a key development strategy. We analyze the actual state of inclusive education system at the university, which allows us to identify and describe the main activities of the Southern Federal University that ensure the establishment and development of inclusive education system both within the university and in the Rostov region in general. This also provides the opportunity to describe the current experience that may be incorporated in other institutions of higher education thus ensuring the effectiveness of formation of inclusive education system.

Creating Trans-Inclusive Schools: Introductory Activities That Enhance the Critical Consciousness of Future Educators

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De Pedro, Kris Tunac; Jackson, Christopher; Campbell, Erin; Gilley, Jade; Ciarelli, Brock

2016-01-01

The Lawrence King murder and other tragedies surrounding transgender youth have prompted a national discussion about the need for schools to be more supportive and inclusive of transgender students. In this multi-authored reflection, the authors describe a series of three introductory activities in an undergraduate educational studies course aimed…

Moving Towards Inclusive Education as a Human Right, An analysis of international legal obligations to implement inclusive education in law and policy

NARCIS (Netherlands)

Waddington, L.B.; Toepke, C

2014-01-01

Children with disabilities experience ongoing segregation in special education classes or are otherwise excluded from education. This is in spite of the fact that States have a legal obligation to offer an accessible and inclusive education to all learners. Exclusion of any child from education is a

Teaching in Informal Learning Environments as a Means for Promoting Inclusive Education

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Angelides, Panayiotis; Avraamidou, Lucy

2010-01-01

The idea of inclusive education has featured very highly in the educational priorities of many educational systems. However, the same educational systems are often criticised because of the failings of their teachers to respond to inclusive environments of learning, where all children, despite their different abilities, receive equal opportunities…

To What Extent Does Information and Communication Technology Support Inclusion in Education of Students with Learning Difficulties?

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Mølster, Terje; Nes, Kari

2018-01-01

The main intention of this study is to explore the relationship between information and communication technology (ICT) and inclusion. The target group is students who are conceived as having learning difficulties or special educational needs. To illuminate this issue, we draw on data collected in a recent national research project about the…

Inclusive Educational Practice in Europe: Psychological Perspectives

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Arnold, Christopher, Ed.; Horan, Jacqueline, Ed.

2017-01-01

The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will…

Wicked Problems in Special and Inclusive Education

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Armstrong, David

2017-01-01

This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the "Journal of Special Educational Needs". Critical attention is also given to the concept of a wicked problem when applied to research in special and…

Attitudes of Preschool and Primary School Pre-Service Teachers towards Inclusive Education

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Kraska, Jake; Boyle, Christopher

2014-01-01

Teachers' attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers' Attitudes Towards Inclusion (Amended)…

Perspectives of Teachers Regarding Inclusive Education in Ghana

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Deku, Prosper; Vanderpuye, Irene

2017-01-01

The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of independent samples and chi-square test were used to analyse…

Advancing diversity through inclusive excellence in nursing education.

Science.gov (United States)

Bleich, Michael R; MacWilliams, Brent R; Schmidt, Bonnie J

2015-01-01

Nurse leaders call for a more diverse nursing workforce, but too few address the concept of inclusion as a recruitment and retention strategy or as part of improving the academic learning milieu. This article addresses organizational considerations of diversity and inclusion as part of the agenda established by the Association of American Colleges and Universities for inclusive excellence, building on the idea that academic environments only become excellent when an inclusive climate is reached. Six organizational strategies to inclusion are presented from the authors' experiences, some structural and others behavioral: admissions processes, invisibility, absence of community, promotion and tenure, exclusion, and tokenism. A call for structural and behavioral adaptions within nursing education to advance an inclusive excellence agenda is presented. Copyright © 2015 Elsevier Inc. All rights reserved.

The Inclusion of Inclusive Education in International Development: Lessons from Papua New Guinea

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Le Fanu, Guy

2013-01-01

A new "inclusive" curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is inclusive in the sense that it is designed to meet the diverse, complex, and ever-changing needs of students. Research indicates the curriculum has been shaped by various…

An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

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Manuel López-Torrijo

2015-01-01

Full Text Available Inclusive education is hard to implement in secondary schools. Probably, one of the determining factors lies in teachers' initial  training that determines their attitude, identity and professional practice. This research analyses the initial teacher education programmes for Secondary Education, Higher Secondary Education, called bachillerato in Spain, and Vocational and Artistic training in the five best valued Spanish universities in the education field, according to the ranking I-UGR, after the European convergence process in the European Higher Education Area. The study analyses the national regulations that govern this training. A quantitative study was conducted to examine the number of credits dedicated to inclusive education and also a review of the contents of these subjects was carried out. The study concludes that this initial teacher training provides sufficient theoretical basis regarding the conceptualization of inclusive education and the skills to deal with the tutorship and academic and professional orientation. However, important limitations in training prevent future teachers from identifying students’ and context’s special educational needs, and the attention to diversity through different methods and curriculum adaptations.

Inclusive Education: An Examination of School Relationships and Student Interactions

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Sanchez-Marti, Angelina; Ramirez-Iniguez, Alma A.

2012-01-01

The aim of this paper is to examine inclusive education in multicultural contexts from an interaction networks perspective. The paper is based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school. To do so, we assume two premises:…

Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.

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Block, Martin E; Hutzler, Yeshayahu; Barak, Sharon; Klavina, Aija

2013-04-01

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

Teachers' Attitudes towards Inclusive Education in Jordanian Schools

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Al-Zyoudi, Mohammed

2006-01-01

The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…

Just Imaginary: Delimiting Social Inclusion in Higher Education

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Gale, Trevor; Hodge, Steven

2014-01-01

This paper explores the notion of a "just imaginary" for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case…

Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: On Whose Terms? a Field Study in Stockholm Suburbs

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De Silva, Nilani Ljunggren

2013-01-01

The question of inclusive education is not straightforward. Despite all its good intentions, inclusive education, in practice faces numerous challenges today. This study analyses these challenges in the Swedish special education context. The author explores special educators' experiences, possibilities and challenges when applying inclusive…

FACILITATION AS A TOOL FOR INCLUSIVE PROCESSES IN CLASSROOMS

DEFF Research Database (Denmark)

Riis Jensen, Charlotte

2014-01-01

A Danish survey shows that teachers find 25 % of the students challenging and having behavior problems in a way that undermine the idea of inclusive education (Nordahl, 2011). Allan (2008) emphasizes furthermore that there seems to be some insecurity about how to develop inclusive environment...... within schools and how to arrange inclusive teaching. As a consequence several municipalities in Denmark have employed inclusive supervisors to assist teachers through in developing inclusive education. My study concerns how dialectic processes between supervisors within the field of inclusive education...... and teachers influence on inclusive processes in the classrooms. Furthermore, my study focuses on strategies, methods and approaches that are used by the supervisors to support teachers in order to develop inclusive education. I have studied four different facilitation settings with teachers and supervisors...

The Evolution of Secondary Inclusion.

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Thousand, Jacqueline; Rosenberg, Richard L.; Bishop, Kathryn D.; Villa, Richard A.

1997-01-01

Offers an alternative "Circle of Courage" model of education, derived from Native American culture, for creating inclusive high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. Best practices related to curriculum, instruction, assessment, and campus life for effective inclusion are…

Inclusive Education Is a Multi-Faceted Concept

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Mitchell, David

2015-01-01

With the impetus of the UN Convention on the Rights of People with Disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere…

Teaching Competences and Inclusive Education

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José María Fernández Batanero

2013-08-01

Full Text Available This paper focuses on teaching competencies that are conducive to good educational practices in relation to inclusion, from the perspective of teachers. The methodology employed in the study is descriptive/comprehensive, and of an exploratory nature. By means of four case studies, the perceptions of teachers from two secondary schools—characterized by the Spanish Educational Administration as having “good practices”— are examined. The techniques used for information collection in this study include documentary analysis, in-depth interviews and focus groups. The findings emphasize the importance of strategic skills, combined with innovation and creativity, among others.

Readiness of educational activity subjects for results-oriented cooperation in the inclusive educational practice of higher school

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Vladimir Ts. Tsyrenov

2017-11-01

Full Text Available The relevance of the research is due to the necessity of integration of persons with health limitations and disabilities into the educational space of higher education institutions. With regard to this, the paper is aimed at finding out the extent of readiness of the educational activity subjects for results-oriented cooperation in inclusive educational practice of the higher school. The leading approach to studying this problem is the retrospective interdisciplinary analysis that allows an integrated consideration of the universities' readiness for full-fledged integration of people with health limitations and disabilities into the educational process. In the paper, the results of research into students' attitude toward the disabled and HL people and their readiness for results-oriented cooperation are presented, and the specific problems of psychological and social support rendering are described. The value references system of students with health limitations and disabilities has been found out, and grounds have been provided for having to include the subjects that form a tolerant attitude to special needs people into the student-training content. It has also been proven that qualified professional training has to be ensured for the academic teaching staff, infrastructure has to be provided, and an integrated program has to be developed that would allow personifying the academic process adjusted for the development particularities of students with health limitations. The materials of the paper are of practical importance for educational activity subjects involved into the higher-school inclusive educational practice.

Difference, inclusion, and mathematics education

DEFF Research Database (Denmark)

Figueiras, Lourdes; Healy, Lulu; Skovsmose, Ole

2016-01-01

The round-table discussion on Difference, Inclusion and Mathematics Education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects...... the diversity of learners in different educational contexts – in Brazil and beyond. This paper presents the contributions to the discussion, which focus on the problematisation of the term “inclusion”, explorations of how the practices of previously marginalized students can bring new resources to the teaching...... and learning of mathematics and reflections upon the potentially discriminatory nature of the structures which currently mould school mathematics. The paper aims to serve as material for the developing research agenda of the thirteenth working group of the Brazilian Society of Mathematics Education, which met...

[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

Science.gov (United States)

Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

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Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

2017-12-01

Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

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Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

The effect of inclusion classrooms on the science achievement of general education students

Science.gov (United States)

Dodd, Matthew Robert

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Is a Sociology of Special and Inclusive Education Possible?

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Tomlinson, Sally

2015-01-01

This article discusses the expansion of education systems that now, following international declarations, are expected to offer an "Education for All" to children, young people and adults. Since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social…

Global Design and Local Histories: Culturally Embedded Meaning-Making for Inclusive Education

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Mukherjee, Mousumi

2017-01-01

This article provides an account of the recent literature on inclusive education, addressing its meaning and significance for school education in postcolonial India. I engage with the major theoretical debates in the academic literature on inclusive education and examine their historical trajectories globally through policy documents. I then…

Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

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Mangope, Boitumelo; Mukhopadhyay, Sourav

2015-01-01

The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in…

Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana

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Agbenyega, Joseph

2007-01-01

This paper reports on a study that examined teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. A 20 item Attitudes Toward Inclusion in Africa Scale (ATIAS) was completed by 100 teachers from five "Inclusive Project" schools and five Non-Project coeducational basic schools in three different…

Inclusive Education Policies: Discourses of Difference, Diversity and Deficit

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Hardy, Ian; Woodcock, Stuart

2015-01-01

This paper provides an analysis of inclusive education policies across international, and Anglo-American national and provincial/state jurisdictions to reveal how policies discursively construct inclusion under current, increasingly neoliberal conditions. In making this case, the paper draws upon primary UNESCO and Organisation for Economic…

Management of Inclusive Education Institutions (A Case Study of an Inclusive Education Provider’s Primary School in Bandung and Sidoarjo City, Indonesia

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Umi Safiul Ummah

2017-12-01

Full Text Available This study aims at describing management covering curriculum, student management, facilities and infrastructure management, personnel management and education, financial management, school relationship management with the community, and special service management. This research employed descriptive qualitative method using case study. This research was conducted at school X in Bandung city and school Y in Sidoarjo city. The data collection was done by conducting observation, interview, and document study. The data were then analyzed based on qualitative data analysis with case study in nature according to Milles and Huberman. The findings showed the curriculum used in both schools were different in terms of curriculum preparation, management of learners, facilities and infrastructure of both schools include learning media and school accessibility is not fully supportive, time management of educators and education-administrator for employee recruitment. Another aspect being described is about finance sources and school tuition, and also the policy related to students with special needs. In short, the results showed both schools applying inclusive values, yet those aspects need improvement.

Agreements/disagreements about the inclusive process in Higher Education: an exploratory study

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Lígia da Silva Marques

2014-06-01

Full Text Available With the intention to characterize the teachers agreement about the inclusion of students with deficiencies, global disorders development and giftedness in college; as well as the evaluation that the teachers themselves do as the professional and institutional capacity necessary to this process; this study investigated 20 teachers in a federal university of Minas Gerais, they answered a questionnaire about the investigate thematic. After data quantitative analysis, the following results were obtained: the teachers were aware of the necessity to establish an effective inclusive scene in the institution and confirmed the necessity of physical and employees’ preparation to do it; therefore, they didn’t feel capable enough to do it. In relation to the concordance of the inclusion of people with sensory deficiencies, it was evident that teachers reflect total or partial agreement; now in case of necessities linked with behaviors disorders, intellectual deficit or multiples deficiency, they disagree. This seems to denote that higher the necessity of commitments and differentiated professional actions, such as pedagogical and curriculum adaptations; less is the agreement with the inclusion, mostly for the teachers who teach in exact science area. As final consideration, we emphasize the necessity to move forward for discussion and educational practices which support the inclusive professional action, considered by the teachers their competence and responsibility; understanding this, which provides the introduction and the fortification of actions that ensure attitudinal, pedagogical and institutional conditions could support the construction a university wirh the intention of providing access, permanence and development to all the students.

Democratic and Inclusive Education in Iceland: Transgression and the Medical Gaze

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Ólafur Páll Jónsson

2016-03-01

Full Text Available ‘Inclusive education’ and ‘democracy’ are more than buzzwords in education. They refer to official educational policy in much of the western world. Democracy as a school policy seems to be widely accepted while inclusive education is more controversial, sometimes fuelling lively public debates where parents and politicians are vocal. However, there seems to be little agreement on what ‘inclusive education’ means, although one can discern a certain core to the understanding of ‘inclusive education’ among many of those who participate in the public debate. Central to the above understanding of inclusive education and democracy are certain features that I want to draw attention to. First, what falls under the headings ‘democracy in schools’, ‘democratic education’ or ‘student democracy’, on the one hand, and ‘inclusive education’, on the other, have little to do with one another. I discuss how the medical gaze in the context of education belongs to the dominant ideology of the time and is thus prevailing without ever having to be argued for or defended. The consequence of this is, as I see it, that education (which sometimes is more training than growth is being cast in pathological terms. I connect the idea of transgression to that of democratic school and character. Transgression is relevant in two ways here. The school has to be a place where transgression is encouraged and, secondly, it is a place where transgression is valued as a democratic virtue. Virtue here could, I think, be understood in Aristotelian terms – or even given a Socratic interpretation.

Regular Primary Schoolteachers' Attitudes towards Inclusive Education: A Review of the Literature

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de Boer, Anke; Pijl, Sip Jan; Minnaert, Alexander

2011-01-01

Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these…

Educational Reform in Japan towards Inclusion: Are We Training Teachers for Success?

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Forlin, Chris; Kawai, Norimune; Higuchi, Satoshi

2015-01-01

Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university…

How to Make the Neighbourhood School a School for All?: Finnish Teachers' Perceptions of Educational Reform Aiming towards Inclusion

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Lakkala, Suvi; Uusiautti, Satu; Määttä, Kaarina

2016-01-01

A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three-tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The…

Attitudes to Normalisation and Inclusive Education

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Sanagi, Tomomi

2016-01-01

The purpose of this paper was to clarify the features of teachers' image on normalisation and inclusive education. The participants of the study were both mainstream teachers and special teachers. One hundred and thirty-eight questionnaires were analysed. (1) Teachers completed the questionnaire of SD (semantic differential) images on…

DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS

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Valentin Cosmin Blândul

2017-08-01

Full Text Available In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge, psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content. Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education.

Threats to Inclusive Education in Lesotho: An Overview of Policy and Implementation Challenges

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Mosia, Paseka Andrew

2014-01-01

This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and…

Inclusion in Early Childhood Education: Pre-Service Teachers Voices

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Majoko, Tawanda

2016-01-01

This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

The educational inclusion of the students with upsets of the oral communication

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Merling Murguia Moré

2015-09-01

Full Text Available The educational inclusion imposes challenges to the National System of Education, to optimize the attention to the students with upsets of the oral communication. Is the objective of the article to share the design of an investigation that assists to the scientific problem how to contribute to the improvement of the educational inclusion of the students with upsets of the oral communication? The employment of the investigation-action-participativa it drives to the execution of the objective related with the construction of a pedagogic model for the improvement of this process. The results of the investigation will constitute a necessary contribution to the educational inclusion in the National System of Education

Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders

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Rodríguez, Isabel R.; Saldaña, David; Moreno, F. Javier

2012-01-01

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers' attitude, and another about teachers' perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers' expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. PMID:22934171

Heritage Education in Museums: an Inclusion- Focused Model

OpenAIRE

Fontal Merillas, Olaia; Marín Cepeda, Sofía

2016-01-01

Heritage Education in Museums: Inclusion Model (HEM-INMO) is one of the research conclusions of the Spanish Heritage Education Observatory (SHEO), funded by Spain’s Ministry of Economy and Competitiveness. The Observatory evaluates educational programs generated in Spain and in the international area in the last two decades, especially in museums as heritage education non-formal contexts. Also, the HEM-INMO model is included within the aims of the National Education and Heritage Plan (NE&HP),...

South African Teachers' Views of Collaboration within an Inclusive Education System

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Nel, Mirna; Engelbrecht, Petra; Nel, Norma; Tlale, Dan

2014-01-01

The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85…

From clinic to classroom: A model of teacher education for inclusion ...

African Journals Online (AJOL)

One of the challenges associated with the implementation of inclusive education in South Africa is the effective training of teachers to meet diverse learning needs in their classrooms. This article reflects on the pilot years of a postgraduate degree course in inclusive education developed at a South African university, using ...

(Re)Thinking the Adoption of Inclusive Education Policy in Ontario Schools

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Massouti, Ayman

2018-01-01

The purpose of this article is to advance a proposal for the analysis of how inclusive education policies in Ontario schools are adopted. In particular, I use the notion of "Policy Enactment" to re-conceptualize the processes of putting inclusive education policies into practice. The argument is that the traditional…

Peculiarities of inclusive education of ASD children in Ukraine

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Larysa Rybchenko

2015-12-01

Full Text Available Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.

Preparedness of Pre-Service Teachers for Inclusive Education in the Solomon Islands

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Sharma, Umesh; Simi, Janine; Forlin, Chris

2015-01-01

Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in…

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Science.gov (United States)

2015-01-01

This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years. PMID:28730034

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

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Mbulaheni Maguvhe

2015-11-01

Full Text Available This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.

Inclusive education: A transformation and human rights agenda under spotlight in South Africa.

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Maguvhe, Mbulaheni

2015-01-01

This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.

Embracing Student Experience in Inclusive Design Education through Learner-Centred Instruction

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Altay, Burçak; Ballice, Gülnur; Bengisu, Ebru; Alkan-Korkmaz, Sevinç; Paykoç, Eda

2016-01-01

This paper explores the process and outcome of using learner-centred methods to develop students' empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on…

Towards Inclusive Learning Environments (TILE): Developing the "Roadmap for the Inclusion of Students with Special Educational Needs in Vocational Education and Workplace Settings"

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Smith, Andy; Bell, Sheena

2015-01-01

Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and…

The Support Educational Commitee Participation in the Pedagogical Approach of an Educational Integration

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Angélica Fontana-Hernández

2010-10-01

Full Text Available Educational services are essential to social and economical development of people, mainly to the progress of all sectors of society. Establishing actions that can promote the participation of various social groups is essential to improve their quality of life and building more respectful and fair human rights without any discrimination or exclusion. In recent years, the Costa Rican education system has undergone significant changes due to the pedagogical approach of inclusive education in which students with educational needs may require different support and specialized resources for training and development. For this, the Basic Educational Division of the Center for Teaching and Research in Education, generated a concern of investigating the participation of the Committee of Educational Support in the process of educational integration, thus, determine the functions performed in the educational context, under the rules of the 7600 Equal Opportunity Act for people with disabilities, which is the entity that corresponds to regulate access to education by identifying the support required for students with educational needs and, advice and trains, administrative staff in schools both public and private in the country. In addition, there is also a concern for exploring the role of the Special Education teacher for this Committee, as well as learning the perceptions of teachers and parents about the functions performed by the committee.

Inclusive education in risk’s contexts

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Fausta Sabatano

2015-12-01

Full Text Available This paper intends to propose a reflection on the meaning of inclusion in emergency situations, the aim of realizing educational actions that really allow the emancipation of the subjects. For this purpose reference is made to an action-research, made in a project that for about ten years is realized in the Campania Region. The research proposal, which fits inside the hermeneutic phenomenological approach, identifies its focus in the relationship seen as privileged context of the educational process. You intend identifying possible elements of transferability in similar contexts, documenting the educational activity, assessing the efficacy and validity, and systematizing the methodological choices made.

The Idealism of Education Policies and the Realities in Schools: The Implementation of Inclusive Education in South Africa

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Engelbrecht, Petra; Nel, Mirna; Smit, Suegnet; van Deventer, Marichelle

2016-01-01

Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in…

Educating towards Inclusive Education: Assessing a Teacher-Training Program for Working with Pupils with Special Educational Needs and Disabilities (SEND) Enrolled in General Education Schools

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Shani, Michal; Hebel, Orly

2016-01-01

Implementing inclusive education is one of the major challenges facing the educational system. One of the main difficulties in implementing inclusive education is that general education teachers receive insufficient training to work in complex teaching contexts and to respond to the unique needs of all the pupils in their classroom. The objective…

Collegial teaming for inclusive education using photovoice as tool

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Deidre C. Geduld

2016-02-01

Full Text Available As a Foundation Phase (FP and inclusive education (IE lecturer I am responsible for preparing teacher education students for the diversity in classrooms in low socio-economic environments, where teachers have very little professional help in the form of health professionals and remedial and support teachers. This qualitative study explored how collegial teaming amongst pre- and inservice FP teachers can promote the practice of IE. Photovoice technology was used to explore teachers’ challenges in mainstream classrooms and to investigate how teaming can promote IE practices. Participants included five practising inservice mentor teachers and five fourth-year preservice teachers from the local university. The findings have implications for an IE conception of quality, academic rigour and depth in initial teacher education focusing on school-based learning and teaching experiences. This study, with its ‘research as intervention’ approach, enabled collegial teams to make their voices heard and to reflect critically on what it is that they can do to contribute to promoting the practice of IE.

Additional Workload or a Part of the Job? Icelandic Teachers' Discourse on Inclusive Education

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Gunnþórsdóttir, Hermína; Jóhannesson, Ingólfur Ásgeir

2014-01-01

The aim of this article is to examine the discourse of Icelandic compulsory school teachers on inclusive education. From 1974 and onwards, the education policy in Iceland has been towards inclusion, and Iceland is considered to be an example of a highly inclusive education system with few segregated resources for students with special educational…

The Attitudes of Teachers towards Inclusive Education in Vojvodina

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Galovic, Dragana; Brojcin, Branislav; Glumbic, Nenad

2014-01-01

The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education…

Understanding Teachers' Concerns about Inclusive Education

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Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini

2015-01-01

This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…

Regular primary school teachers’ attitudes towards inclusive education : A review of the literature

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de Boer, Anke; Pijl, Sip-Jan; Minnaert, Alexander

2011-01-01

Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which

Lesbian, gay, bisexual, transgender, queer, and questioning youths' perspectives of inclusive school-based sexuality education.

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Gowen, L Kris; Winges-Yanez, Nichole

2014-01-01

Sexuality education is perceived as one way to prevent unhealthy sexual behaviors. However, current sexuality education materials are not tailored to fit the needs of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, and many have been critiqued for disenfranchising these populations. This study solicited the perspectives of LGBTQ youth on their experiences with school-based sexuality education in order to create a framework of LGBTQ-inclusive sexuality education. Five semistructured focus groups (N = 30 LGBTQ participants) were conducted to investigate the sexuality education experiences of LGBTQ youth and to solicit youth suggestions for improving the inclusiveness of sexuality education curricula. Results indicate that LGBTQ youth perceive current sexuality education as primarily "exclusive," although examples of "inclusive" sexuality education were provided. In addition, participants provided suggestions for creating a more inclusive experience, such as directly discussing LGBTQ issues, emphasizing sexually transmitted infection (STI) prevention over pregnancy prevention, and addressing healthy relationships. Educators and policymakers can use these ideas to help improve the quality of sexuality education-not only to make it more inclusive for LGBTQ youth but to make sexuality education more inclusive for all young people.

Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University

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Denisova O.A.,

2017-08-01

Full Text Available This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities.

How Can We Make Computing Lessons More Inclusive?

OpenAIRE

Shelton , Chris

2017-01-01

Part 3: Computer Science Education and Its Future Focus and Development; International audience; Whilst there is a substantial body of research that shows how Information and Communications Technologies (ICTs) can support schools and teachers to make their classrooms more inclusive, there is a need for more evidence describing how best to ensure that the teaching of computing itself is inclusive. This paper reports on a literature review of inclusive education in school computing lessons. It ...

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

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Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

Bahamian Teachers' Perceptions of Inclusion as a Foundational Platform for Adult Education Programs

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Newton, Norrisa; Hunter-Johnson, Yvonne; Gardiner-Farquharson, Beulah L.; Cambridge, Janelle

2014-01-01

Despite the paradigm shift globally regarding the adoption of inclusive education, teachers still have varying preconceived misconceptions about its successful implementation and practices in the general education classroom. This qualitative study focused on teachers' perception of adapting inclusive education policies and procedures in The…

Inclusive Higher Education for Students with Disabilities in Taiwan

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Ho, Hua-Kuo

2004-01-01

The purpose of this paper was intended to present the current status of inclusive higher education for students with disabilities in Taiwan. Literature review, documentary analysis, and field observation were used to collect the needed information. The history for educating students with disabilities in higher education institutions in Taiwan has…

Principal Preparation in Special Education: Building an Inclusive Culture

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Hofreiter, Deborah

2017-01-01

The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who…

A socially inclusive approach to user participation in higher education.

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Simons, Lucy; Tee, Steve; Lathlean, Judith; Burgess, Abigail; Herbert, Lesley; Gibson, Colin

2007-05-01

This paper is a report of a study to evaluate the development of an innovative Service User Academic post in mental health nursing in relation to student learning and good employment practice in terms of social inclusion. Institutions providing professional mental health education are usually expected to demonstrate user involvement in the design, delivery and evaluation of their educational programmes to ensure that user voices are central to the development of clinical practice. Involvement can take many forms but not everyone values user knowledge as equal to other sources of knowledge. This can lead to users feeling exploited, rather than fully integrated in healthcare professional education processes. Development of the post discussed in this paper was stimulated and informed by an innovative example from Australia. An observational case study of the development and practice of a Service User Academic post was undertaken in 2005. Participants were purposively sampled and included the User Academic, six members of a user and carer reference group, 10 educators and 35 students. Data were collected by group discussions and interviews. Data analysis was based on the framework approach. The evaluation revealed tangible benefits for the students and the wider academic community. Most important was the powerful role model the Service User Academic provided for students. The post proved an effective method to promote service user participation and began to integrate service user perspectives within the educational process. However, the attempts to achieve socially inclusive practices were inhibited by organizational factors. The expectations of the role and unintended discriminatory behaviours had an impact on achieving full integration of the role. Furthermore, shortcomings in the support arrangements were revealed. The search for an optimum model of involvement may prove elusive, but the need to research and debate different strategies, to avoid tokenism and

Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.

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Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona

2018-07-01

The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were. Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.

Inclusive Education Policy in the Hong Kong Primary Music Classroom

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Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2016-01-01

An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…

Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education

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Pedersen, Alex Young; Nørgaard, Rikke Toft; Köppe, Christian

2018-01-01

Reconsidering the concept of digital citizenship and the essential component of education, the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.…

Pre-Service Teachers' Attitudes towards Inclusion of Students with High Support Needs in Regular Classrooms in Bangladesh

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Ahsan, Tariq; Sharma, Umesh

2018-01-01

In the process of educational reforms for promoting equity and inclusion in education, pre-service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This…

Inclusive Education in Spain: Promoting Advocacy by Legislation

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De Luis, Edurne Chocarro

2016-01-01

This article reviews the journey of special education in Spain by considering the legal frameworks. It examines the extent to which legislation has tapped into the feelings of society in general towards people with disabilities who wish to secure inclusion in both education and society. It tracks the evolution of legislation, originally based on a…

Are we all prepared for inclusion? (A study of initial teacher education in further education)

OpenAIRE

Richards, G

2002-01-01

This article examines the issues raised through an eight year research study undertaken for a PhD. Data was collected from 102 further education colleges and 9 universities. Student teachers’ attitudes towards inclusion of students with learning difficulties and/or disabilities were investigated and compared with the content and delivery of their initial teacher education programmes. The issue of disability equality and inclusion was a central theme throughout the study.

Learning together: An international master programme in inclusive education.

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dr Kathleen Brown; Dr. Jacqueline van Swet; MA Paulos Kebreab Tedla

2012-01-01

This paper examines the Erasmus Mundus Special Educational Needs (EMSEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an

Shifting the Blame in Higher Education--Social Inclusion and Deficit Discourses

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O'Shea, Sarah; Lysaght, Pauline; Roberts, Jen; Harwood, Valerie

2016-01-01

The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the…

Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education Programs

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Cansiz, Mustafa; Cansiz, Nurcan

2018-01-01

This study aims to examine preservice teachers' sentiments toward students with special needs, attitudes, and concerns about inclusive education in terms of a number of demographic variables. These demographics included major area, grade level, gender, interaction with disabled people, training for inclusive education, self-confidence for teaching…

The Effects of Special Education Training on Educator Efficacy in Classroom Management and Inclusive Strategy Use for Students with Autism in Inclusion Classes

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Parsons, Lynn D.; Miller, Heather; Deris, Aaron R.

2016-01-01

The rise in the number of students with an autism spectrum disorder (ASD) diagnosis combined with the educational trend toward inclusion for students with disabilities has led to an unprecedented number of these students placed in general education classrooms. General educators require appropriate training if these children are to be successful.…

The Opinions of Teachers Working at Special Education Centers on Inclusive/Integration Education

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Dogan, Ahmet; Bengisoy, Ayse

2017-01-01

This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the…

USE OF ICT TO IMPROVE THE QUALITY OF INCLUSIVE EDUCATION

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Y. Zaporozhchenko

2013-03-01

Full Text Available The article outlines the main changes in the education system in recent years; reflectes the new educational opportunities for children with disabilities; identifies the possible ways of use of ICT to improve the quality of inclusive education.

Confidence in Their Own Ability: Postgraduate Early Childhood Students Examining Their Attitudes towards Inclusive Education

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Cologon, Kathy

2012-01-01

This study explores reflections of a group of postgraduate early childhood students in relation to their self-reported attitudes towards inclusive education. Participant self-reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the…

Classroom acoustics as a consideration for inclusive education in South Africa.

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Van Reenen, Coralie; Karusseit, Catherine

2017-09-08

It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA - 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR) of +15 dB, and the ideal reverberation time is 0.4 s - 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA - 50 dBA) and say little about reverberation time for classrooms. South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier-free environments in mainstream schools for children with sensory, language or

An Examination of LGBTQ-Inclusive Strategies Used by Practicing Music Educators

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Garrett, Matthew L.; Spano, Fred P.

2017-01-01

The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants (N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether…

Effects of Inclusion on Students with and without Special Educational Needs Reviewed

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Ruijs, Nienke M.; Peetsma, Thea T. D.

2009-01-01

In many countries, education policies are shifting towards inclusive education. Human rights have always been an important argument for this development, but the effects on students should be an important factor when designing policies. In this review, therefore, literature on the effects of inclusion on both students with and without special…

Inclusive Research and Inclusive Education: Why Connecting Them Makes Sense for Teachers' and Learners' Democratic Development of Education

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Nind, Melanie

2014-01-01

Following pushes from the disability movement(s) and increased interest in children and young people becoming involved in research concerning them, inclusive research is growing within and beyond education establishments. Yet this arena is alive with interesting and largely unanswered questions. This paper discusses some of them: What do inclusive…

Inclusive Education in Georgia: Current Progress and Challenges

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Nikoloz Kavelashvili

2017-05-01

Full Text Available Purpose and Originality: The paper provides a realistic picture about how the implementation process of inclusive education in Georgia is developing, about the problems that are encountered together with what needs are to be fulfilled for stimulating the process. Today’s challenge in the country is to make inclusive practices available to everybody, everywhere and all the time. This article discusses the status of the efforts being made to meet this challenge. In the course of that discussion, some comprehensive changes will be described that systemic efforts of school improvement must achieve to continue making progress towards fully inclusive learning. Method: The study was conducted in Georgia. A qualitative research design was employed along with closed-ended and open-ended questionnaires, which allowed participants to express their point of views, skills and knowledge. Data collection methods were applied: semi-structured interviews and observation on respondents. Results: The study uncovers those challenges that obstruct the implementation process: indifferent attitudes of teachers and parents towards inclusion, absence of self-awareness to the issue amongst educators, slightest involvement of parents and need to infrastructural development. Society: The results should raise the awareness of the population of Georgia as well as increase the understanding of the problem. Limitations / further research: There were quite enough informants on the school level (special teachers, principals, however, there are still many other possible respondents who could add something valuable to a better understanding of the process of inclusion at schools. The theoretical approach employed in the study and the empirical research could be validated.

Inclusive education in Finland: present and future perspectives.

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Moberg, S; Zumberg, M

1994-12-01

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled "special" in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.

Learning Together: An International Master Programme in Inclusive Education

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van Swet, Jacqueline; Brown, Kathleen L.; Tedla, Paulos Kebreab

2013-01-01

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for…

Inclusive education: a case of beliefs competing for implementation

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Adrienne Meltz

2014-03-01

Full Text Available The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category - religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin's theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.

[School escorts in inclusive education- the current situation in the state of Baden-Wurttemberg].

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Henn, Katharina; Thurn, Leonore; Besier, Tanja; Künster, Anne K; Fegert, Jörg M; Ziegenhain, Ute

2014-11-01

In the context of inclusive education, so-called «Schulbegleiter» (school escorts) have been installed to assist children with special needs. However, adequate conceptions of their role are lacking, and no provisions exist describing the exact tasks and duties of these school escorts. This article presents data on a statewide empirical study and provides information on the professional background, qualifications, and assignments of such escorts as well as the nature of the assisted children in the German state of Baden-Württemberg. The data were collected in nearly 50 % of all schools providing general education in Baden-Württemberg, and a total of 526 school escorts completed a questionnaire on their work. Children with special needs who received such assistance were aged 6 to 19 years (M = 10.4) and had a mental disorder in nearly three-fourths of all cases, with autism spectrum disorders being most common (59.4 %). The most frequent assignments of the escorts were providing practical assistance during classes and mobilizing the child as well as providing direct support in emotionally challenging situations. Such escorts can make a significant contribution to the inclusive education of disabled children. They do, however, need an adequate qualification and practical competences to meet the diverse challenges of children with special needs. Child and adolescent psychiatrists are supposed to stay involved in the process, not only by planning interventions, but also during the course of inclusive education itself. Thus, the emotional situation and adjustment of included children with mental disorders over time must be monitored adequately.

Where Do Mexico and Chile Stand on Inclusive Education? Short Title: Inclusion in Mexico and Chile

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García-Cedillo, Ismael; Romero-Contreras, Silvia; Ramos-Abadie, Liliana

2015-01-01

This paper discusses the background, current situation and challenges of educational integration and inclusive education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries.…

Inclusive education and social inequality: An update of the question and some geographical considerations

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Rambla, X.; Ferran, F.; Tarabini, A.; Verger, A.

2008-01-01

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section "Two parallel concerns" retraces the inescapable connections between the educational aspects of inclusive education and more general concerns

The inclusion of disabled and/or special educational need students from the ecuadorian society

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Wendy Roxana Cortés-Guerrero

2016-07-01

Full Text Available The rapid development of science and technology has created auxiliary, rehabilitation services and support devices to improve the quality of life of people with disabilities. This work aims to reflect on the potential of contemporary science and technology to promote the inclusion of students with disabilities and/or special educational needs in Ecuadorian society, taking into account the training of teachers becomes a challenge that must be addressed from educational research. The analysis-synthesis methods are used to make assessments and historical and logical to know as time moved on the topics discussed.

Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

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Mintz, Joseph; Wyse, Dominic

2015-01-01

There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

Constructing Social Inclusion through Further Education--The Dangers of Instrumentalism

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Williams, Joanna

2008-01-01

This article explores, through an analysis of key policy documents, the construction of the political concepts of social exclusion and inclusion through further education (FE). During the first decade of the New Labour government the concepts of social exclusion and inclusion have undergone a process of active construction. In between "The…

LN Murungi INCLUSIVE BASIC EDUCATION IN SOUTH AFRICA

African Journals Online (AJOL)

This article considers how “inclusive education” may be construed in ... Primary Education of Children with Disabilities: A Comparative Study of Kenya and ..... paradigm.83 It departed from the pre-existing classification of learners as either.

Educators' experiences of inclusive learning contexts: An ...

African Journals Online (AJOL)

Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was ...

Inclusivity of Technical Education in the Context of Teacher ...

African Journals Online (AJOL)

This paper, focusing on a case study at United College of Education, seeks to establish the extent to which primary teacher education institutions practise inclusivity in the teaching and learning of technical subjects. A qualitative study was adopted to gather data using focus group discussions and interviews. The research ...

Inclusive Education and the Management of Change in Britain.

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Barton, Len

2002-01-01

This article explores the meaning of inclusion within the context of socio-economic factors, political forces, and management of education in England and Wales. The impact of the "New Right" and the marketing of education are discussed, along with the influence of New Labour, teachers, and advocacy groups. (Contains references.) (CR)

Inclusive Education for Students with Emotional Impairments: Factors for Success

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Cohen, Jessica

2014-01-01

Special education policy and practice are ever evolving to best meet the needs of all students in an inclusive environment. Since the implementation the Individuals with Disabilities Education Act (IDEA) thirty years ago, students with special needs have moved from restrictive, exclusionary placements to being educated alongside their same aged…

Reassessing Subjectivity, Criticality, and Inclusivity: Marcuse's Challenge to Adult Education.

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Brookfield, Stephen

2002-01-01

Although Herbert Marcuse did not write as an adult educator, his analysis of subjectivity, criticality, and inclusivity has implications for adult education. He demonstrated how apparently humanistic tolerance for diversity can be manipulated to reinforce dominant ideology, and he made a case for aesthetic education as a site for critical…

The Development of a Psychometrically-Sound Instrument to Measure Teachers' Multidimensional Attitudes toward Inclusive Education

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Mahat, Marian

2008-01-01

The "Multidimensional Attitudes toward Inclusive Education Scale" (MATIES) was developed to effectively measure affective, cognitive and behavioural aspects of attitudes, within the realm of inclusive education that includes physical, social and curricular inclusion. Models within Item Response Theory and Classical Test Theory were used…

Teacher’s needed knowledge to promote the inclusion of students with Educational Special needs

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Gislaine Semcovici Nozi

2012-08-01

Full Text Available The main objective of the following paper is to identify, by a revision from the specialized area literature, the needed knowledge required by teachers to promote the inclusion of students with special educational needs (SEN in regular education. To achieve this goal, was prepared a bibliographic survey from seven magazines, ten books’ chapters and three dissertations from Education and special education area, produced between 2005 and 2009. The achieved data was organized into categories. The results indicate the necessity of specific theoretical, conceptual and methodological knowledge to include students in an ordinary classroom. Between all knowledge indicated by the checked authors, is pointed out the understanding related to corporative and collaborative method and technique to favor the inclusion of students with SEN; the characteristics of these students, to the procedure didactic-pedagogic to favor the inclusion; to the legislation and fundamentals from inclusive education; to the social barriers that difficult the inclusion process from students with SEN, among others. We consider that this research result can contribute to subsidize the content organization which will be contemplated in the teaching training and continued formation process and/or teachers who are working to favor the inclusion process for SEN students.

Inclusion Professional Development Model and Regular Middle School Educators

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Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

Factors Influencing Belize District Primary School Teachers' Attitudes toward Inclusive Education

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McKay, Maxine

2012-01-01

Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities in the regular education setting alongside their non-disabled peers. This quantitative study examined factors influencing Belize District Primary School teachers' attitudes…

Evidence that we can change the profile from a study of inclusive education.

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Buckley, Sue; Bird, Gillian; Sacks, Ben

2006-06-01

This paper discusses the evidence that the specific developmental profile frequently described as being associated with Down syndrome--a profile of communication weaknesses relative to social and daily living skills - can be changed. It is not an inevitable outcome of having Down syndrome. Drawing on data collected to explore the outcomes of fully inclusive education for school-age children with Down syndrome, the authors identify that the profile is seen in teenagers in special education settings but is not evident for teenagers in inclusive education. They argue that this is the result of both the effects of fully inclusive education and teaching approaches which have been adapted to address the cognitive and communication weaknesses of the children from an early age.

Exploring the Teachers' Attitudes towards Inclusive Education System: A Study of Indian Teachers

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Kumar, Anil

2016-01-01

This article explores the attitudes of university and school teachers towards inclusive education system. One hundred teachers having equal number of male and female population was included in the study. Participants were administered an attitude scale namely--Attitudes toward Inclusive Education Scale (ATIE), developed by Wilczenski (1992) to…

SPECAL ISSUE The Inclusion of Community-Based Education in to ...

African Journals Online (AJOL)

implementing a community-oriented education program. However, no comprehensive ... implementation of the program . Key Words: Community-Based Education, Curriculum, syllabus design, inclusion .... obvious to many instructors, Rubin (as cited in Diamond, 1989) found that, in practice, course syllabi frequently lack ...

"Disable Them All": SENCO and LSA Conceptualisations of Inclusion in Physical Education

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Maher, Anthony John

2018-01-01

There is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from…

A Critical and Contextual Approach to Inclusive Education: Perspectives from an Indian Context

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Taneja Johansson, Shruti

2014-01-01

Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent…

Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers

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Štemberger, Tina; Kiswarday, Vanja Riccarda

2018-01-01

The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards…

Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements

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Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.

2015-01-01

Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…

The Opinions of Mothers of Children with Special Needs Regarding Inclusive Education

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Ceylan, Remziye; Aral, Neriman

2016-01-01

The aim of this study was to investigate the opinions of mothers who had children with special needs attending inclusive elementary schools regarding inclusive practice. With this purpose, 11 mothers with children attending the first, second and third grades of inclusive elementary schools affiliated to the Ministry of National Education in the…

A Study of Ghanaian Early Childhood Teachers' Perceptions about Inclusive Education

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Ntuli, Esther; Traore, Moussa

2013-01-01

Inclusion is designed to bring special education services into the general classrooms. Research indicates that children with disabilities demonstrate better progress when learning with typically developing peers in general classrooms than they would in segregated learning environments. In inclusive classrooms, children with disabilities learn by…

Towards Inclusive Education in Rwanda An assessment of the socio ...

African Journals Online (AJOL)

USER

2012-05-31

May 31, 2012 ... Rwandan Journal of Education - Volume 2 - Issue 1. 46 ... international policy documents, including the National Constitution of 2003 that ... educational adjustments in place, and geared towards enabling all .... Spearhead inclusion of students with disabilities in Higher Learning ..... Asia Pacific Disability.

Teachers' Attitudes towards Inclusion, Perceived Adequacy of Support and Classroom Learning Environment

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Monsen, Jeremy J.; Ewing, Donna L.; Kwoka, Maria

2014-01-01

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in…

An empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia

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Kurniawati, Farida; Minnaert, A.E.M.G.; Mangunsong, F.; Ahmed, W.

2012-01-01

Empirical research revealed that teachers’ attitudes play a crucial role in successful implementation of inclusive education. This study aimed to examine primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Respondents completed the attitude scale which comprised the

Perspectives on Inclusive Education with Reference to United Nations

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Sharma, Arvind

2015-01-01

This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children's Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention…

Urban Early Childhood Teachers' Attitudes towards Inclusive Education

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Hsieh, Wu-Ying; Hsieh, Chang-Ming

2012-01-01

This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were…

Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico

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Adriana Carro-Olvera

2017-11-01

Full Text Available Technical School Councils are chartered organizations responsible for the achievement of students’ learning, and the identification of challenges that schools have to face to promote their improvement. Thus, this article aims to analyze, based on follow-up and evaluation, the performance of schools and what they have developed to guarantee an inclusive education. A participatory research-action proposal was designed in two stages to reach this aim. The first stage related to the preparation of a situational diagnostic with participants from different levels and modalities (which included basic education: primary and secondary schools, in the areas of educational quality, inclusion, and equity. The second one related to a pedagogic intervention proposal during the school year 2015-2016 in 214 technical school councils, selected among 1,222 schools in the state. In addition to imprecise strategies to avoid situations of risk and educational exclusion, the results obtained identified school planning, collaborative work, technical pedagogic counseling, and leadership as themes to be consolidated.

Classroom acoustics as a consideration for inclusive education in South Africa

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Coralie van Reenen

2017-09-01

Full Text Available Background: It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. Objectives: The objectives of this study are to: (1 establish the impact that noise has on learners with sensory, language or learning impairments; (2 establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3 outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. Method: This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Results: Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA – 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR of +15 dB, and the ideal reverberation time is 0.4 s – 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA – 50 dBA and say little about reverberation time for classrooms. Conclusion: South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier

Reimagining Disability and Inclusive Education Through Universal Design for Learning

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Jan Doolittle Wilson

2017-06-01

Full Text Available In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA, which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

Importance of social attitudes towards people with disabilities in the realization of educational inclusion in Serbia

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Dimoski Sanja

2015-01-01

Full Text Available This paper deals with the social attitude towards persons with disabilities and the importance of this relationship for the implementation of educational inclusion in Serbia. The society attitude is discussed through the attitudes towards persons with disabilities, and attitudes towards educational inclusion. Persons with disabilities occupy a marginalized position that is a multiple determined. Education of this group have a significant impact on the process of marginalization - poor education deepens, quality education helps to overcome marginalized social positions. Attitude towards persons with disabilities are characterized by the presence of bias, lack of information and rare contacts. Research in our community do not give consistent results, and there is also tendency of respondents to give socially acceptable answers. Assessment of attitudes and work on the development of more tolerant attitudes towards persons with disabilities is are essential in creating the conditions for the implementation of educational inclusion. Educational inclusion, embedded in the philosophy of social model of disability, implies environment that adapts to persons with disabilities. These environmental preparations lacked during the process of introducing inclusive education in our country. In the implementation of educational inclusion is necessary to work on the conditions for adequate reception of such children to regular school system, which includes work on the development of tolerant attitudes towards persons with disabilities.

Stakeholder Perspectives on Barriers and Facilitators of Inclusive Education in the Solomon Islands

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Sharma, Umesh; Loreman, Tim; Simi, Janine

2017-01-01

This paper reports perceived barriers and facilitators of disability-inclusive education, and outcomes of an effective system of inclusive education in the Solomon Islands. Data were gathered from a variety of stakeholder group participants (n = 10) and individual key informants (n = 2), ranging from parents of children with disabilities to…

An empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia

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Kurniawati, Farida; Minnaert, A.E.M.G.; Mangunsong, F.; Ahmed, W.

2012-01-01

Empirical research revealed that teachers’ attitudes play a crucial role in successful implementation of inclusive education. This study aimed to examine primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Respondents completed the attitude scale which comprised the theory-driven cognitive, affective and behavioral components of attitude. The findings show that teachers are in favor of inclusion and their attitudes seem to be related to their teaching experie...

Illusionary Inclusion--What Went Wrong with New Labour's Landmark Educational Policy?

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Hodkinson, Alan

2012-01-01

This article examines the emergence and evolution of New Labour's landmark educational policy; namely that of inclusion. The author, Alan Hodkinson, associate professor at the Centre for Cultural and Disability Studies at Liverpool Hope University, illuminates his conceptual difficulties in attempting to define what inclusion was and what…

Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder

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K Mohangi

2015-02-01

Full Text Available The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD appears to be particularly emotionally difficult for the children's mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. A qualitative interpretivist approach was adopted, with five purposefully selected mothers, whose children had previously been diagnosed with ADHD. Data was gathered from a focus group discussion and an individual interview. It emerged that mothers experienced parenting their children with ADHD as stressful, requiring continual reassurance and emotional support from educational psychologists. Having need of counselling for their families and academic help for their children, these mothers expected that educational psychologists should collaborate with educators and other role players, so as to enhance overall support to their children as learners. The findings pointed to the need for an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.

Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices

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Tan, Paulo

2017-01-01

Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics…

Mini soap operas foster financial education and inclusion of women ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-05-04

May 4, 2016 ... Mini soap operas foster financial education and inclusion of women in Peru ... they are less vulnerable to external shocks and can invest in health, education, ... was launched to encourage saving among women who received benefits under ... Evaluating vocational training program for women in Brazil.

Inclusive education: a case of beliefs competing for implementation

African Journals Online (AJOL)

However, this exclusionary agenda positioned the school as inclusive on the grounds ... by Lewin's theory of planned change, the study identified four belief systems which ...... International Journal of Educational Development, 31:50-58.

Inclusive education in schools in rural areas

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J. Antonio Callado Moreno

2015-07-01

Full Text Available Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.

Representations of deaf students about inclusion in physical education classes

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Tássia Pereira Alves

2014-04-01

Full Text Available Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras, at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student.

The role of support staff in promoting the social inclusion of persons with an intellectual disability.

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McConkey, R; Collins, S

2010-08-01

Past studies have found that people supported in more individualised housing options tend to have levels of community participation and wider social networks than those in other accommodation options. Yet, the contribution of support staff in facilitating social inclusion has received relatively scant attention. In all 245 staff working in either supported living schemes, or shared residential and group homes, or in day centres completed a written questionnaire in which they rated in terms of priority to their job, 16 tasks that were supportive of social inclusion and a further 16 tasks that related to the care of the person they supported. In addition staff identified those tasks that they considered were not appropriate to their job. Across all three service settings, staff rated more care tasks as having higher priority than they did the social inclusion tasks. However, staff in supported living schemes rated more social inclusion tasks as having high priority than did staff in the other two service settings. Equally the staff who were most inclined to rate social inclusion tasks as not being applicable to their job were those working day centres; female rather than male staff, those in front-line staff rather than senior staff, and those in part-time or relief positions rather than full-time posts. However, within each service settings, there were wide variations in how staff rated the social inclusion tasks. Staff working in more individualised support arrangements tend to give greater priority to promoting social inclusion although this can vary widely both across and within staff teams. Nonetheless, staff gave greater priority to care tasks especially in congregated service settings. Service managers may need to give more emphasis to social inclusion tasks and provide the leadership, training and resources to facilitate support staff to re-assess their priorities.

Daruganora: a model for inclusive inter-cultural education

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Kristina Everett

2014-03-01

Full Text Available This paper is an introduction to a new model for inclusive practice in education. It sprang from a 2010 Learning and Teaching Fellowship which called for strategies to address the under representation of Indigenous and other low Socio Economic Status groups in higher education in Australia. We have since realised that it can be adapted and developed in a wide range of other contexts and could be relevant in many other countries. A monograph publication

Making a Difference--Inclusive Learning and Teaching in Higher Education through Open Educational Resources

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Hockings, Christine; Brett, Paul; Terentjevs, Mat

2012-01-01

Recently there has been growing concern about the ways in which professional values such as "acknowledging diversity and promoting equality of opportunity" (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational…

Educational Diversity and Learning Leadership: A Proposition, Some Principles and a Model of Inclusive Leadership?

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Rayner, Steve

2009-01-01

This article presents the case for developing a particular form of leadership to meet the challenge of educational diversity. A model for inclusive leadership is articulated drawing upon the fields of educational management and leadership, knowledge management, individual differences and educational inclusion. The article begins with a proposition…

Mobilizing knowledge in physical education teacher education: building the knowledge of inclusion

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Victor J. Santos da Conceição

2013-06-01

Full Text Available This study aimed at understanding how teachers seek knowledge about inclusion, to work with Students with Special Educational Needs, included in physical education classes in ordinary elementary school classes. Participated in this study three Physical Education teachers, regents class in elementary school. Was used a interview with teacher about study objective. The information was transcribed and analyzed through a survey of the meaning units and construction of analytical categories. The results showed that the three teachers interviewed had direct contact with the physical education during their school life, as well as the sport of income. The teacher traning happens only the teacher of faces with student included.

Forecasting inclusion of active population in programmes of non/formal education

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Jasmina Mirčeva

2015-01-01

Full Text Available This paper deals with the issue of inclusion of the active population in formal and non-formal education in Slovenia. It also examines factors that influence this participation in either positive or negative way and indicates statistical models of educational inclusion. The approach stems from the current state of development of economy and society in European countries, where the economic crisis and recession has led to a fall in GDP, lower economic growth, increase in unemployment (especially in young population and a decline in the quality of life and labour.

A Case for Rethinking Inclusive Education Policy Creation in Developing Countries

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Duke, Jennifer; Pillay, Hitendra; Tones, Megan; Nickerson, Julie; Carrington, Suzanne; Ioelu, Ailini

2016-01-01

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from…

Inclusive education from the point of view of the mothers of students with Autism Spectrum Disorder in a Chilean sample

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Marcela Villegas Otárola

2014-12-01

Full Text Available The purpose of the study is to show the perspective of Chilean mothers on the educational inclusion of children who have Autism Spectrum Disorder enrolled in primary schools. Evidence was collected by listening to the voices of families, which can serve as a starting point to reflect on how to move towards a more inclusive education and how to help improve the supports that are being provided to students with disabilities. The study was based on a qualitative research paradigm, using unstructured interviews to access the information. It counted with the participation of eight Chilean mothers from the Region of Valparaíso. The results show that the value of schooling is closely related to the emotional well-being, which is given greater significance than the academic results. The importance of supports adapted to the needs of the family system is emphasized.

Discussing Inclusive Education: An Inquiry into Different Interpretations and a Search for Ethical Aspects of Inclusion Using the Capabilities Approach

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Reindal, Solveig M.

2016-01-01

Inclusive education emerged as an idea within United Nations Educational, Scientific and Cultural Organization's Special Education Unit and was presented as a new way ahead at the "World Conference on Special Needs Education" in Salamanca in 1994. Since then, it has been on the global agenda as the overriding political objective within…

Inclusive education and training systems: Illusion or reality? The story of Nothemba.

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Lebusa A. Monyooe

2005-01-01

Full Text Available This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. The Story of Nothemba is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (i Understanding the social stereotypes about disability, (ii Teacher empowerment, (iii Systemic imbalance between support and expectations, (iv Adopting relevant curriculum policy and assessment strategies and practices, and (v Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about ‘disability' to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.

What Do I Think about Inclusive Education? It Depends on Who Is Asking. Experimental Evidence for a Social Desirability Bias in Attitudes towards Inclusion

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Lüke, Timo; Grosche, Michael

2018-01-01

Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the…

Why decision support systems are important for medical education.

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Konstantinidis, Stathis Th; Bamidis, Panagiotis D

2016-03-01

During the last decades, the inclusion of digital tools in health education has rapidly lead to a continuously enlarging digital era. All the online interactions between learners and tutors, the description, creation, reuse and sharing of educational digital resources and the interlinkage between them in conjunction with cheap storage technology has led to an enormous amount of educational data. Medical education is a unique type of education due to accuracy of information needed, continuous changing competences required and alternative methods of education used. Nowadays medical education standards provide the ground for organising the educational data and the paradata. Analysis of such education data through education data mining techniques is in its infancy, but decision support systems (DSSs) for medical education need further research. To the best of our knowledge, there is a gap and a clear need for identifying the challenges for DSSs in medical education in the era of medical education standards. Thus, in this Letter the role and the attributes of such a DSS for medical education are delineated and the challenges and vision for future actions are identified.

A Review of Research on the Educational Benefits of the Inclusive Model of Education for Special Education Students

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Hicks-Monroe, Sherry L.

2011-01-01

The practice of inclusion is not a new idea to the educational setting; it is a newer term. Before No Child Left Behind, during the 1970s students with disabilities were mainstreamed into the general education population under Public Law 94-142. Public law 94-142, which was renamed to Individuals with Disabilities Educational Act (IDEA), required…

Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion

DEFF Research Database (Denmark)

Molbæk, Mette; Hansen, Janne Hedegaard; Lassen, Mikkel

2018-01-01

The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education...... in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of community construction...... through inclusion and exclusion processes. The project arises in context of Danish education policy, while the review looked for international research findings on the limits between inclusion and exclusion: how they are drawn, by whom, for what reasons, and for whose benefit? On the background...

Leading-for-Inclusion: Transforming Action through Teacher Talk

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Bristol, Laurette

2015-01-01

In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff.…

Inclusive practices in teacher training in Mexico

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Vasthi Jocabed Flores Barrera

2017-06-01

Full Text Available Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to identify the inclusive practices of teachers who train teachers in an Escuela Normal (teachers’ college in Mexico. Eight teachers and 247 students participated in the study; the Guidelines for the Evaluation of Inclusive Practices in the Classroom (observation formats and students, the Learning Strategies Questionnaire, and semi-structured interviews were used. The results suggest that, although the general perception is that participating teachers have high inclusive practices, they need greater support in the physical conditions of the classroom, methodology and teacher-student relationship. It was also identified the need for a refresher program for teachers to conceptually enrich the teaching staff and encourage the implementation of inclusive education within the Escuela Normal.

Parents' Attitudes toward Comprehensive and Inclusive Sexuality Education

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Peter, Christina R.; Tasker, Timothy B.; Horn, Stacey S.

2015-01-01

Purpose: Parents are sometimes perceived as barriers to providing comprehensive and inclusive sexuality education to young people. However, little is known about parents' actual attitudes towards providing such broad information to young people. The purpose of this paper is to examine two different approaches to measuring parents' attitudes…

Why Is Inclusive Education Important to My Country?

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Bevan-Brown, Jill; Heung, Vivian; Jelas, Zalizan M.; Phongaksorn, Sujinda

2014-01-01

This article presents a collection of personal perspectives of three academics and one ministry official from various countries in the Asia-Pacific region, namely, New Zealand, Hong Kong, Malaysia, and Thailand, on the importance of inclusive education. These perspectives offer an insider's understanding of the universal and country-specific…

Special Olympics, Sports, and the Path to Social Inclusion for Students with Intellectual Disabilities

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Eidelman, Steven M.

2013-01-01

When you speak with classroom teachers in general education settings about inclusive education, lack of training, and lack of administrative support are frequent commentaries. And when you review data from the U.S. Department of Education, it is clear that inclusion of students with disabilities in general education settings has yet to be fully…

Preparing Teachers for Inclusive Education: Some Reflections from the Netherlands

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Pijl, Sip Jan

2010-01-01

Teachers in the Netherlands hesitate to accept responsibility for students with special needs in regular education. They generally do not have positive attitudes towards inclusive education, citing a lack of personal knowledge and skill for teaching students with special needs, an area that was not sufficiently covered in their basic teacher…

The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis.

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Pino, Marco; Mortari, Luigina

2014-11-01

This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed. © 2014 The Authors. Dyslexia published by John Wiley & Sons, Ltd.

Perceptions and Concerns about Inclusive Education among Students with Visual Impairments in Lagos, Nigeria

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Brydges, Colton; Mkandawire, Paul

2017-01-01

This article examines the perceptions of inclusive education in Lagos, Nigeria, based upon in-depth interviews conducted with students with visual impairments during the month of July 2013. The results and discussions are situated within critical disability theory. Despite decades of inclusive education policies, the findings of the study show…

Inclusive Post-Secondary Education in Canada: Transition to Somewhere for Students with Intellectual Disabilities

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Aylward, M. Lynn; Bruce, Cynthia

2012-01-01

Inclusive Education is not a new concept in Canada, however in contrast to the dominant approach to post-secondary disability access that narrowly focuses on the legal obligation to accommodate student learning, we consider Inclusive Post-secondary Education (IPSE) for students with intellectual disabilities within a broader framework of inclusive…

Student Collaboration in Group Work: Inclusion as Participation

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Forslund Frykedal, Karin; Hammar Chiriac, Eva

2018-01-01

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students' inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social…

The Processes of Inclusion and Exclusion in Physical Education

DEFF Research Database (Denmark)

Jensen, Mette Munk; Agergaard, Sine

2015-01-01

Existing research on inclusion and exclusion processes in physical education (PE) has particularly focused on exclusion from PE as something being done to students and attributed to specific social categories such as (female) gender, (low) physical skills or (minority) ethnic background....... This article aims to develop a social-relational perspective on inclusion and exclusion processes defined as students’ participation or non-participation in PE interpreted as a community of practice. In so doing, the article examines how students’ experiences of participation and non-participation in PE...... or non-participation is important not only in terms of how we talk about students as passive victims or active agents, but also in terms of future intervention aimed at promoting inclusion processes in PE....

Exploring Variation in Nurse Educators' Perceptions of the Inclusive Curriculum

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Carey, Philip

2012-01-01

This paper reports findings from a study into how nurse educators view the notion of an inclusive curriculum within their discipline. UK nurse education is professionally accredited, with substantial levels of work-based learning. Therefore, this analysis should be useful to practitioners on other professional courses. The study was based on a…

Inclusive Educative Technologies, for people with disabilities

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Echenique, AM; Graffigna, JP; Pérez, E.; López, N.; Piccinini, D.; Fernández, H.; Garcés, A.

2016-04-01

The conventional educational environment imposes barriers to education for people with disabilities, limiting their rights, which is a non-discriminative education. In turn, hampers their access to other rights and creates huge obstacles to realize their potential and participate effectively in their communities. In this sense Assistive Technology provides alternative solutions, in order to compensate for a lost or diminished ability. Thus the necessary assistance is provided to perform tasks, including those related to education, improving the inclusion. In this paper some researches had been made in the Gabinete de TecnologiaMedica, in the Facultad de Ingenieria of the Universidad Nacional de San Juan in order to solve this problem. The researchers are classified by type of disability; sensory (visual and auditory) or motor. They have been designed, developed and experienced through various prototypes that have given satisfactory results. It had been published in national and international congresses of high relevance.

Inclusion in Education: A Step towards Social Justice

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Polat, Filiz

2011-01-01

This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial…

Examining the Attitudes of Secondary General Education and Special Education Teachers toward Inclusion of Children with Autism in General Education Classrooms

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Bosch, Morghan E.

2016-01-01

Academic environments, such as general education classrooms, have increasingly become important learning environments for children with autism. The purpose of the study was to examine the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms. The research…

Inclusive Education's Promises and Trajectories: Critical Notes about Future Research on a Venerable Idea

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Artiles, Alfredo J.; Kozleski, Elizabeth B.

2016-01-01

The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we…

HACIA UNA EDUCACIÓN UNIVERSITARIA INCLUSIVA: REALIDAD Y RETOS / TOWARDS AN INCLUSIVE UNIVERSITY EDUCATION: REALITY AND CHALLENGES

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Esperanza Alcaín Martínez

2017-06-01

Full Text Available RESUMEN: Es una realidad que la Convención Internacional de los derechos de las personas con discapacidad reconoce el derecho a la educación inclusiva y es una realidad que así se regula en la Ley General de derechos de las personas con discapacidad y de su inclusión social. En cuanto a la normativa nacional, la enseñanza universitaria forma parte del sistema educativo español y le es aplicable lo previsto en la legislación en materia de educación. Sin embargo, este planteamiento básico y objetivo no se corresponde con la situación en la que se encuentran los estudiantes con discapacidad y otras necesidades específicas de apoyo educativo que acceden a la Universidad. En ese sentido, el objetivo de este trabajo es realizar un análisis del sistema educativo universitario español, que nos permita hacer un diagnóstico de la realidad y de los retos pendientes para lograr una educación universitaria inclusiva. ABSTRACT: It is a reality that the International Convention on the Rights of Persons with Disabilities recognizes the right to inclusive education. This reality is regulated by the General Law on the rights of persons with disabilities and their social inclusion. It is also a fact that university education is part of the Spanish education system and the provisions in the legislation on education are applicable to it. However, this basic and objective approach does not match the situation in which students with disabilities and other specific educational support needs who enter university find themselves in. In that sense, the objective of this paper is to analyze the Spanish university education system to make a diagnosis of the reality and the pending challenges to achieve an inclusive university education.

Building an inclusive environment in Physical Education: possibilities by Célestin Freinet

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Camila Lopes de Carvalho

2016-05-01

Full Text Available The school physical education should allow the participation of all in their classes, but difficulties are faced by teachers to build lessons tailored to the needs of students with disabilities. Thus, this study aims to develop a proposal that will facilitate the inclusion of students with disabilities in physical education through the Freinet pedagogy. For this, it developed information retrieval with the works of Célestin Freinet available in the database of the Faculty of Physical Education and Education of the State University of Campinas. The sources were analyzed by documentary analysis, with reflection for the elaboration of a proposal on their chances in school physical education. To the study, it was found that the ideals of Freinet allow a theoretical construct on inclusive principles and practical approach to diversity, fostering knowledge and respect for differences.

Educating the Heart and the Mind: Conceptualizing Inclusive Pedagogy for Sustainable Development

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Mukherjee, Mousumi

2017-01-01

There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development…

Supporting Diverse Young Adolescents: Cooperative Grouping in Inclusive Middle-Level Settings

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Miller, Nicole C.; McKissick, Bethany R.; Ivy, Jessica T.; Moser, Kelly

2017-01-01

The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more…

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

NARCIS (Netherlands)

de Boer, Anke; Timmerman, Marieke; Pijl, Sip Jan; Minnaert, Alexander

2012-01-01

In many countries, there has been a development towards the inclusion of students with special educational needs in regular education. Over the past decade, this has resulted in an increased interest in attitudes towards this educational change of those directly involved. This current study aims at

Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers

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Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

2017-01-01

Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…

Inclusive pedagogy

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Skov Mortensen, Stig

This article will present a case for a shift in perspective in inclusive education research towards a continentally inspired approach. Drawing on the age old distinction between continental and Anglo-American educational research the aim is to flesh out what a shift to a continental approach...... will entail, and why it might be beneficial to research in inclusive education...

Determinants of inclusive education of 8-12 year-old children with cerebral palsy in 9 European regions.

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Sentenac, Mariane; Ehlinger, Virginie; Michelsen, Susan Ishoy; Marcelli, Marco; Dickinson, Heather Olivia; Arnaud, Catherine

2013-01-01

The principle of inclusive education has been increasingly recognised over recent decades and most countries officially support schooling of children with disabilities in mainstream settings. The SPARCLE study offers the opportunity to report on the schooling practices for children with cerebral palsy according to the nature and severity of their impairments and the schooling policy in European regions. The aim of this paper is to describe the type of schooling of children with cerebral palsy in various European regions after controlling for relevant individual factors. Children aged 8-12 years with cerebral palsy from 9 European regions and their families were interviewed. Our findings support the hypothesis that between-region variations in the type of schooling are still significant after adjustment for individual factors; and that motor function and intellectual ability have different effects on inclusion in mainstream school, depending on the region. Copyright © 2012 Elsevier Ltd. All rights reserved.

Supporting mothers to breastfeed: the development and process evaluation of a father inclusive perinatal education support program in Perth, Western Australia.

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Tohotoa, Jenny; Maycock, Bruce; Hauck, Yvonne; Howat, Peter; Burns, Sharyn; Binns, Colin

2011-09-01

Entry into fatherhood is a challenging period with new responsibilities and changes in family dynamics. Hegemonic imagery of men portray them as capable, confident and able which can disadvantage expectant fathers who often struggle to make sense of the changes occurring around and within their own parenting journey. Although fathers historically have not been included in breastfeeding classes, antenatal education programs can be an opportunity to inform and support them in their new role. Forty-five antenatal sessions for fathers (n = 342) of 1h duration were conducted by five male educators between May 2008 and June 2009 in Perth, Western Australia. A theoretical framework from health promotion literature was used as a guide in the program's development. Fathers in the intervention group gained information about their role, the importance of communication and the benefits of breastfeeding to both mother and baby. An evaluation was obtained from fathers immediately after the session and again at 6 week post-birth, whilst mothers reported on the perception of their partners' support for breastfeeding in the 6 week survey. The aim of this paper is to describe the development and process evaluation of a perinatal education and support program for fathers to assist their partners to breastfeed.

Inclusive pedagogy

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective it is outlined how pedagogy and the so called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

Acquired Severe Disabilities and Complex Health Care Needs: Access to Inclusive Education

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Ballard, Sarah L.; Dymond, Stacy K.

2016-01-01

This case study examined one high school student's access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate…

Lessons of physical education and inclusion: a case study with physical disabilities

Directory of Open Access Journals (Sweden)

Luciana Erina Palma

2012-03-01

Full Text Available This study aimed to describe the participation of a student with physical disability in physical education classes of a 2nd year elementary school in a regular school. We observed seven physical education classes, the information was recorded on an observation form and later was applied an interview with pre-established guidelines to disabled student. The datas were analyzed from two categories: a Students with Disabilities and Participation in Physical Education classes and b the relationship between student with Disabilities and Colleagues. From the data, it was observed that most of the activities proposed by the teacher in physical education classes, favored the inclusion of the students who had physical disabilities, in addition to that, there was an interaction between him and his classmates. Thus, we can affirm that inclusion is being accomplished in the classroom and in physical education classes surveyed.

Exploring Pre-Service Teachers' Perceived Teaching-Efficacy, Attitudes and Concerns about Inclusive Education in Bangladesh

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Ahsan, M. Tariq; Sharma, Umesh; Deppeler, Joanne M.

2012-01-01

This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16…

Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools

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Lynch, Paul; McCall, Steve; Douglas, Graeme; McLinden, Mike; Mogesa, Bernard; Mwaura, Martha; Muga, John; Njoroge, Michael

2011-01-01

This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in…

The Experiences of Students without Disabilities in Inclusive Physical Education Classrooms: A Review of Literature

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Ruscitti, Robert Joseph; Thomas, Scott Gordon; Bentley, Danielle Christine

2017-01-01

The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed…

Towards an Approach for an Accessible and Inclusive Virtual Education Using ESVI-AL Project Results

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Amado-Salvatierra, Hector R.; Hilera, Jose R.

2015-01-01

Purpose: This paper aims to present an approach to achieve accessible and inclusive Virtual Education for all, but especially intended for students with disabilities. This work proposes main steps to take into consideration for stakeholders involved in the educational process related to an inclusive e-Learning. Design/methodology/approach: The…

Impact of School Principals' Leadership Self-Efficacy on Their Attitude about Special Education Inclusion

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Hong, Julie

2017-01-01

Problem. As inclusion becomes more of a mainstay in our educational system, educational leaders from all levels seek methods of training and retaining administrators to create successful outcomes for students in an inclusive environment. Purpose. The purpose of this quantitative correlational study was to examine the impact of principals'…

The Psychometric Evaluation of a Questionnaire to Measure Attitudes towards Inclusive Education

Science.gov (United States)

de Boer, Anke; Timmerman, Marieke; Pijl, Sip Jan; Minnaert, Alexander

2012-01-01

In many countries, there has been a development towards the inclusion of students with special educational needs in regular education. Over the past decade, this has resulted in an increased interest in attitudes towards this educational change of those directly involved. This current study aims at the development, psychometric evaluation, and…

Inclusive education: a case of beliefs competing for implementation ...

African Journals Online (AJOL)

The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category – religion. However, this exclusionary agenda ...

The needs of teachers of children with hearing loss within the inclusive education system.

Science.gov (United States)

van Dijk, Catherine; Hugo, René; Louw, Brenda

2004-01-01

In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. Therefore, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews to determine teachers' needs. The questionnaire survey explored the needs of 664 teachers while focus group interviews were conducted with 19 teachers of children with hearing loss. Teachers were mostly from special schools as only a very small number of children are educated outside these establishments. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist.

Conceptualisations of Disability and Inclusion: Perspectives of Educators of Young Children

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Thornton, Colleen; Underwood, Kathryn

2013-01-01

This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four…

Reinventing "Inclusion": New Labour and the Cultural Politics of Special Education

Science.gov (United States)

Armstrong, Derrick