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Journal articles on the topic 'Inclusive school development'
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1
Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 30–48. http://dx.doi.org/10.36253/form-12645.
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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations.
Autovalutazione e automiglioramento come sviluppo inclusivo della scuola
Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un’istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l’educazione inclusiva secondo l’approccio dei Disability Studies; l’autonomia e la leadership per l’inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall’Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.
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Carrington, Suzanne, and Kris Holm. "Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment." Australasian Journal of Special Education 29, no. 2 (2005): 155–71. http://dx.doi.org/10.1017/s1030011200025331.
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This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.
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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.
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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.
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Iryna, SamoiIova, Havrylenko Tetiana, Kozynets V. Oleksandr, Popadych Olena, and Bondarenko Yuliia. "Сurrent trends in inclusive primary school." Revista Tempos e Espaços em Educação 13, no. 32 (December 13, 2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.14961.
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Inclusive education is an important part of the general humanitarian attitude to create equal living conditions and self-realization of various members of society. It is important to diversify approaches to inclusive pedagogy. In particular, the need to take into account age differences in the education of children with disabilities, the need to distinguish inclusive tactics depending on the level of education, the requirement to systematize approaches to inclusive pedagogy from its first structural link and to potentially vocational education. In the system of inclusive education, the primary school occupies a prominent place as the first compulsory educational institution. Aim. The purpose of the article is to consider and analyze current trends in inclusive education in primary school. Methods and instruments. The main research methods are the analysis of the regulatory framework (international policy documents), processing of statistical data, study and generalization of recent publications on the topic with an emphasis on the experience of the leading European countries. Results and conclusion. It is established that the main trends in the development of inclusion at the primary school level are: a) shifting away from specialized schools and classes in favor of increasing inclusive classes; b) finding ways to overcome the inequality of funding for inclusive education in European countries and the inequality of the allocation of the budget that is allocated to the financing of inclusive education ( primary schools); c) active support of inclusive education by the world community, development of basic international documents and programs in order to standardize theoretical, practical and technical approaches to inclusion in primary school; d) finding opportunities to engage in inclusive practices for skilled people with disabilities; e) search for methods of overcoming social and psychological barriers to inclusive education of primary school children; f) a structured approach to inclusive education in primary school; g) development of a single mechanism for initiating inclusive education and monitoring the implementation of the recommendation on inclusive education, determining its effectiveness.Perspectives. Further attention to the trends of inclusive education is quite relevant.We have to understand the current and future vectors of inclusive education in the world. Nowadays, inclusive education becomes a trend and a prerequisite for ensuring the principle of parity in the humanities, ensuring equal conditions for human development.
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Nes, Kari. "The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 305–20. http://dx.doi.org/10.2304/rcie.2009.4.3.305.
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Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive school development be supported? Might the Index for Inclusion be an answer? This material, first published in the UK in 2000, attempts to meet the challenges of developing more inclusive practices and the need to support schools' self-evaluation. In the article Norwegian experiences with the Index are compared with those of other countries.
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Marpaung, Roberto W., Serlina Boru Sinaga, and Sergius Womsiwor. "Inclusive Education Curriculum Development for Indigenous Students in Papua." SHS Web of Conferences 149 (2022): 01023. http://dx.doi.org/10.1051/shsconf/202214901023.
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A number of Emerging issues on education in Papua have been trending topic in national education for years. The objective of this research was to describe the curriculum development of inclusive education for Indigenous Students of Papua. The research was carried out in three integrated schools(Sekolah Satu Atap) where inclusive education has been successfully provided. Those schools are integrated school of Boven Digoel, Integrated School of Wasur, and SMA Negeri 1 Merauke. This was a descriptive research design by applying qualitative approach in analyzing the data. The data were collected through observation, interview, and documentation. The secondary data were collected through library study. The schools in Merauke Region and Boven Digoel Region became the object of the research. The result showed that those three integrated schools developed a special curriculum for inclusive education on Indigenous students of Papua. A large number of local wisdoms were internalized into special curriculum to support contextual learning for indigenous students of Papua. Those integrated schools can be benchmark for other regions outside Papua to develop special curriculum for inclusive education.
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Nurfadilla, Vania, Sutarjo Sutarjo, and Lilis Karyawati. "The Implementation of Student Guidance in Karawang Islamic Middle School." Edumaspul: Jurnal Pendidikan 6, no. 1 (March 1, 2022): 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.
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Planning for student guidance in school inclusion is carried out at the beginning of the new school year in the school work meeting agenda by conducting, identifying needs, interests, talents through assessment activities for students with special polling needs and spreading interest to students. Implementation of student guidance in schools is carried out by combining the special needs of students with the class system. In the implementation of guidance there is a positive interaction between crew members and students. But to develop leadership crew members are not involved. Guidance on school evaluation in inclusive schools is carried out with two things in mind in the evaluation, namely evaluation of program management and evaluation of school fee development. The success of school guidance in schools comes from inclusion in the form of achievement and attitude change and the development of independent schools. The purpose of this research is to describe how the process of student management management is held in inclusive school education providers. The method used in this study is a descriptive method with a qualitative approach. Data was collected by means of interviews, and observations. The results showed that the scope of student development in schools was divided into three, namely leadership guidance through OSIS, extracurricular, academic and non-academic guidance and development.
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Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal, and Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school." Comunicar 29, no. 66 (January 1, 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.
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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.
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Bilavych, Halyna V., Iryna Ja Didukh, Viktoriia V. Stynska, Liubov M. Prokopiv, Nadiya O. Fedchyshyn, Borys P. Savchuk, and Larysa Ya Fedoniuk. "DEVELOPMENT OF INCLUSIVE EDUCATION IN UKRAINE IN THE CONTEXT OF WORLD TRENDS." Wiadomości Lekarskie 75, no. 4 (2022): 891–99. http://dx.doi.org/10.36740/wlek202204125.
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The aim of the research is to analyze the problem of inclusive education in Ukraine in the context of world trends. According to its philosophy, each school should be inclusive, which implies the readiness of the school to accept every child with SEN at any time, the desire to create the most favorable educational environment that will serve the development of its potential. According to the results of the analysis, we also conclude that Ukrainian scientists pay more attention to issues of inclusion related to higher education (foreign experience, features of teaching students with inclusion, training future teachers to work with children with disabilities, etc.). Meanwhile, in our opinion, the theoretical and methodological principles, pedagogical conditions, practical methods of organizing inclusive education of children with various types of developmental disabilities are insufficiently studied. This, among other things, highlights the scientific problem raised in our study. Thus, the attention of the Ukrainian state to people with SEN, European-oriented social educational policy is evidenced not only by the reduction of the number of boarding schools, orphans and children deprived of parental care there, but also the dynamics of growing enrollment of children with SEN in inclusive special classes of secondary schools (in 2020/2021 academic year compared to 2015/2016 academic year this amount increased by 7% (from 5.3 thousand to 5.7 thousand). As a result of the development of inclusive education over the past five years, the number of students with SEN covered by inclusive education has increased more than 6 times, and the number of inclusive classes in secondary schools has increased 7 times. Similar changes have taken place in the staffing of inclusive education. Inclusive education and upbringing of children with SEN is a long-term strategy that is considered not as a local area of work, but as a systematic approach to organizing the activities of the general education system in all areas in general.
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Hansen, Janne Hedegaard, Charlotte Riis Jensen, Mikkel Christian Lassen, Mette Molbæk, and Maria Christina Secher Schmidt. "Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion." Journal of Educational and Social Research 8, no. 2 (May 1, 2018): 9–19. http://dx.doi.org/10.2478/jesr-2018-0011.
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AbstractThe 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 of the review, we conclude that there seems to be a pattern of inclusive school practice leading to a specific social order that limits inclusion. The review also shows that the construction of the ideal student through various kinds of markers has a huge impact on these limits. A twin-track approach that combines research in the development of inclusive learning environments with research in the constitution of social practice in a school context will produce knowledge of the relation between inclusive school practice and the reproduction of social structures and patterns of inequality.
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Lunde, Anders. "K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders." Exceptionality Education International 30, no. 2 (September 1, 2020): 51–67. http://dx.doi.org/10.5206/eei.v30i2.11081.
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The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include the use of teachers’ varied and extensive skill set through distributed leadership. The utilization of a leadership style focused on distributed leadership can be addressed through educational leadership programs, but also through professional development programs such as locally developed programs on mentorship. Educational leadership programs need to change in order to develop leaders for inclusive schools. Until such change occurs, principals are in significant need of professional development on inclusive education and how to lead inclusive schools.
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Bocharova, Olena. "Inclusive education in Ukraine: Current status and problems in development." Edukacja Elementarna w Teorii i Praktyce 15, no. 3(57) (October 16, 2020): 81–93. http://dx.doi.org/10.35765/eetp.2020.1557.06.
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An important issue of modern Ukrainian pedagogical science is the education of children with special educational needs in a comprehensive school. The main slogan of such a school is the accessibility and equality of educational opportunities. The goal is to provide a good education. The insertion of students with special educational needs in the classes and school community requires that the administration and teachers create an appropriate educational environment. They have to create the conditions for the full integration of such students. Referring to the research of Ukrainian scientific literature, the arti- cle reveals the concept of integration and inclusion as modern forms of teaching children with special educational needs. The article raises the following issues: the changes in the school system, the ways inclu- sive education is implemented in Ukraine, and the problems that Ukrainian schools face.
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Torres, Mario S., Jean Madsen, Wen Luo, Yuhong Ji, and Elisabeth Luevanos. "Development of a Theoretical Model for Achieving Inclusion in Schools." International Journal of Educational Reform 27, no. 4 (September 2018): 316–40. http://dx.doi.org/10.1177/105678791802700401.
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School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach's α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.
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Óskarsdóttir, Edda, Verity Donnelly, Marcella Turner-Cmuchal, and Lani Florian. "Inclusive school leaders – their role in raising the achievement of all learners." Journal of Educational Administration 58, no. 5 (April 25, 2020): 521–37. http://dx.doi.org/10.1108/jea-10-2019-0190.
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PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
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Basit, Abdul, and Renny Candradewi Puspitarini. "The Development of Ecological Character on Inclusive School." Jurnal Inspirasi Pendidikan 10, no. 2 (September 1, 2020): 96–104. http://dx.doi.org/10.21067/jip.v10i2.4534.
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Penelitian ini mengeksplorasi pengembangan karakter peduli lingkungan melalui program eco-school (Adiwiyata) yang dijalankan di sekolah inklusi. Program tersebut merupakan kebijakan departemen pendidikan dan lingkungan hidup untuk memberikan literasi tentang pengelolaan lingkungan kepada para siswa. Studi ini menggunakan pendekatan kualitatif dengan model evaluasi CIPP (context, input, process, and procedure) dan pengumpulan data dengan wawancara semi-struktur, observasi dan dokumentasi di satu sekolah menengah atas di Probolinggo. Informan penelitian yang dilibatkan meliputi siswa, guru, dan kepala sekolah. Informan dari kelompok siswa dibagi menjadi kelompok anak berkebutuhan khusus/ABK (special needs) dan non ABK (reguler) sesuai karakteristik sekolah inklusi. Hasil studi menggambarkan efektivitas Program Adiwiyata nampak pada pemberdayaan sumber daya personel, kurikulum, sarana dan prasarana, serta quality control untuk membangun eco-green mandiri. Program ini berhasil menyebarkan motivasi dan kesadaran peduli lingkungan kepada siswa ABK maupun reguler sebagai modal bagi pembangunan berkelanjutan.
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Naidoo, R., A. Singh, and H. Cassim. "A Whole School Development Paradigm in Inclusive Education:." International Journal of Educational Sciences 10, no. 1 (July 2015): 133–41. http://dx.doi.org/10.1080/09751122.2015.11890351.
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Crisol-Moya, Emilio, María Asunción Romero-López, Antonio Burgos García, and Yessica Sánchez-Hernández. "Inclusive Leadership From the Family Perspective in Compulsory Education." Journal of New Approaches in Educational Research 11, no. 2 (July 15, 2022): 226. http://dx.doi.org/10.7821/naer.2022.7.937.
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Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, “Leading inclusive education in compulsory-education schools-families”. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.
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Azorín-Abellán, Cecilia María. "The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools." Revista Colombiana de Educación, no. 75 (July 1, 2018): 39–58. http://dx.doi.org/10.17227/rce.num75-8100.
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The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was “towards inclusion”. Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools.
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Abdullah, Abdullah, Billy Tunas, and Muhammad Entang. "INCLUSIVE EDUCATION PROGRAM DEVELOPMENT: PROGRAM EVALUATION." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 5, no. 2 (July 29, 2021): 203–7. http://dx.doi.org/10.33751/jhss.v5i2.3913.
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The objective of the research was to derive emphirical and analytical data. Additionally, to identify program implementation, substantif problems which affect context, input, process, and product (CIPP) in implementing inclusive education in elementary school. Evaluative Research Method with the CIPP Model approach developed by Stufflebeam (1967) was used. It was intended to evaluate the achievement of Program Implementation (Context, Input, Process, Product) to determine the success or failure of the program that has been implemented. The study was conducted at Education Office and Inclusive Education Provider Education Unit. Qualitative and quantitative data were collected using interviews, questionnaires, observations, documentation studies and focus group discussions, so that the data analyzed using the above methods succeeded in evaluating the components of the context, input, process, and product. Based on the results of the evaluation, the implementation of inclusive education in public elementary schools still needs the improvement in various aspects, especially in the components of Input, Process and Product, the results of this evaluation can be used as a reference for improvement in these components.
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Khotyleva, T. U., and S. A. Rosenblum. "Illusions of inclusion: typical mistakes of parents of ASD children. Inclusive school experience." Autism and Developmental Disorders 15, no. 3 (2017): 48–53. http://dx.doi.org/10.17759/autdd.2017150306.
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Despite the great motivation for sending children with autism disorders into inclusive educational organiza¬tions, unpreparedness of some parents for real inclusion can interrupt constructive interaction with the school. Meanwhile, effective interaction between the school and parents is one of the main factors of successful inclusive education. Such interaction is provided by the psychological and pedagogical services of the school. Long stand¬ing experience of specialists of inclusive high school № 1540 allowed authors to analyze the erroneous views on inclusive education of parents with ASD children. Typical mistakes of parents are described and the need for informed child’s future planning which includes the development of emotional intelligence is emphasized.
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Higham, Rupert, and Tony Booth. "Reinterpreting the authority of heads." Educational Management Administration & Leadership 46, no. 1 (October 13, 2016): 140–57. http://dx.doi.org/10.1177/1741143216659294.
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To what extent can heads use an inclusive values-led approach to school development in the face of pressures from Ofsted and their Local Authority to focus almost exclusively on attainment outcomes? We explore leadership of school improvement in a qualitative study of 10 head teachers in the English county of ‘Preshire’, who worked with the third edition of the Index for Inclusion, (Booth and Ainscow 2011), a guide to values-led school improvement. We situate the study within a review of conflicting research advice about the characteristics of successful heads and how ‘values’, seen as motives for action, affect the recommendations from research. We found that the heads were able to use shared inclusive values to accomplish, with their staff, a degree of control over the way their schools are improved. To an extent they were able to resist extreme local pressures to engage in short term strategies to force up attainments. By making their inclusive values explicit they showed courage rather than compliance. To varying degrees they used ‘the Index’ to create inclusive, democratic and sustainable school improvement plans while conforming to Ofsted requirements. We consider the possibilities for more widespread implementation of school development led by inclusive values.
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Redita Yuliawanti. "The Collaborative Role of Counselors in Inclusive Schools." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 68–74. http://dx.doi.org/10.51169/ideguru.v4i1.84.
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Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools
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Tegtmejer, Thyge. "The Price for Inclusion: Financial/Educational Dilemmas in the Inclusive School System in Denmark." Education Sciences 12, no. 11 (November 19, 2022): 832. http://dx.doi.org/10.3390/educsci12110832.
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This qualitative case study investigates the rationales, dilemmas, and shortcomings of the so-called “inclusion-promoting steering models” in which Danish schools have to pay a price for every student they cannot include in their school. For more than 10 years, the government has promoted such financial steering models and a rising number of municipalities have adopted the system, so that more than one-half of the existing Danish municipalities work with them. According to its advocates, this model supports the inclusion of students in schools in several direct ways. This case study shows that this model is based on some strong rationales, as it offers opportunities to promote the development of inclusive schools. However, the study also reveals that this comes at a price, as the model sometimes poses difficult dilemmas on school leaders and hinders the inclusion of all students.
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Eka Erfiana, Nita Agustina Nurlaila, Imam Fuadi, Agus Zaenul Fitri, and Ngainun Naim. "The Implementation of Inclusive Curriculum in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School in Creating Children-Friendly School." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 29, 2021): 462–69. http://dx.doi.org/10.33258/birle.v4i1.1673.
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The aim of this study is to explain the implementation of aspects in the inclusive education curriculum and character building that leads to the development of character values in primary education. Education is held as a part of fulfilling the rights of every child to develop their academic potential and non-academic potential. In order to reach the goal, every child has a right to get a good education, including children with special needed. This study is a descriptive qualitative study. The data was obtained from the learning description in the design development of inclusive curriculum and characters that are integrated in the curriculum. The techniques used to collect the data are literature review and interview with the teacher of schools that uses inclusive curriculum program in Kurikulum Tingkat Satuan Pendidikan (KTSP). The discussion is obtained from the study result of the character development implementation in the inclusive curriculum description at school, especially in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School.
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Linker, G. R., and Yu M. Yusupova. "The formation and development of teachers’ professional competence regarding inclusive education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 79–89. http://dx.doi.org/10.36906/2311-4444/19-1/12.
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This article represents experimental studies of the teacher’s professional competencies buildup and development in the field of inclusive education in school. The research participants were teachers of the general education establishment that implements adapted educational programs in accordance with the requirements of the Federal State Educational Standard of Primary General Education for students with disabilities. The education of students with special health care needs is established by law as one of the prioritized areas of State policy. The implementation of the inclusive education principles in accordance with the requirements of the Federal State Educational Standard requires teachers to continuously develop professional competencies and form teacher’s personal and professional orientations in the inclusive education field. The professional teacher competence in the field of inclusive education is a combination of built-up competences that determine the ability to perform professional functions in inclusive education, taking into account different educational needs and ensuring the inclusion of children with disabilities in the environment of educational institutions and creating conditions for their development and self-development. In the course of the research, there were selected specific activities to implement the programme for building up teacher’s professional competencies for implementing inclusive education in school. The solution of these tasks assumed building up the components of teaching competence: motivational, value, operational and reflexive ones, as well as a new type of teaching activity – implementing inclusive education in school.
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Tomé, José Manuel Salum. "A New School With Spaces Inclusive Pedagogics." Advances in Social Sciences Research Journal 8, no. 4 (April 16, 2021): 121–34. http://dx.doi.org/10.14738/assrj.84.10001.
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The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the "Questionnaire for future Secondary Education teachers about perceptions of attention to diversity" (Colmenero & Pegalajar , 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.
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Salum Tomé, PhD, José Manuel. "A New School with Spaces Inclusive Pedagogics." Frontiers in Education Technology 4, no. 2 (April 12, 2021): p53. http://dx.doi.org/10.22158/fet.v4n2p53.
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The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.
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Tomé, José Manuel Salum. "A New School with Spaces Inclusive Pedagogics." Journal of Education and Culture Studies 5, no. 3 (April 15, 2021): p12. http://dx.doi.org/10.22158/jecs.v5n3p12.
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The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school’s development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.
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Angelides, Panayiotis, and Eleni Antoniou. "Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus." Journal of School Leadership 22, no. 1 (January 2012): 186–209. http://dx.doi.org/10.1177/105268461202200108.
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Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.
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Alekhina, S. V., Y. V. Mel’nik, E. V. Samsonova, and A. Yu Shemanov. "Assessment of Inclusive Process as a Tool for Designing Inclusion in Educational Institution." Психологическая наука и образование 26, no. 5 (2021): 116–26. http://dx.doi.org/10.17759/pse.2021260509.
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The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion within an educational institution. The assessment technique is based on three methodological foundations: activity, participatory and human rights based approaches which imply active involvement of the key subject groups in joint activities aimed at developing inclusion. The assessment model is built into the development cycle of an inclusive process and includes, along with self-examination and external expertise, the analysis of the assessment results by the school community with the participation of an external expert, the design of changes, their implementation and re-assessment. The participatory approach enabled us to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. We focused on the following research tasks: to describe the stages in the assessment of inclusive educational process by its participants; to show, using the case of one of the schools involved in testing as an example, how the assessment and its discussion by the participants of the educational process and by the external expert affect the choices in the design of changes, making the educational institution more inclusion-oriented. To analyze the results of applying the assessment technique, one of the Moscow schools was selected which has extensive experience in the implementation of inclusive education and has reached the stage of change design in the cycle of inclusion development. The participatory approach made it possible, on the one hand, to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. On the other hand, the assessment by an external expert was used as a tool for developing the institution’s inclusiveness. All groups of respondents gave a fairly high level of assessment of the inclusive process, although there were statistically significant differences (p <0.01) between the assessments of the teaching staff and parents (lower) in all indicators, except for Redeployment of Resources, Community Building, and Information Accessibility. These differences in the assessments, including the expert ones, were used by the institution to design changes and increase the involvement of the parent community in this process. Thus, the offered methodology can be used as a mechanism for self-analysis and a tool for designing inclusive process in an educational institution within the cycle of inclusive development.
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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (August 7, 2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.
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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
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Lewis, Brooke. "How literacy resources contribute to a gender inclusive classroom." Kairaranga 23, no. 1 (September 13, 2022): 35–49. http://dx.doi.org/10.54322/kairaranga.v23i1.274.
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The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for children to explore and express gender identities. One way that gender-inclusive classrooms can be achieved is through children’s literature, which can result in less bullying at school and higher self-esteem in gender-diverse children. The research question for this study is: what are New Zealand primary school teachers’ understandings of how literacy resources contribute to gender-inclusive classrooms? Semi-structured interviews were used to gather qualitative data to answer this question. Data were analysed through a thematic approach and revealed a need for professional development for primary school teachers in Aotearoa to confidently incorporate gender-inclusive and queer literacy resources for a gender-inclusive classroom.
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Yudina, T. A., and S. V. Alekhina. "Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education." Cultural-Historical Psychology 17, no. 3 (2021): 135–42. http://dx.doi.org/10.17759/chp.2021170317.
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The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.
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Moberg, Sakari, and Marshall Zumberg. "Inclusive Education in Finland: Present and Future Perspectives." Psychological Reports 75, no. 3_suppl (December 1994): 1519–22. http://dx.doi.org/10.2466/pr0.1994.75.3f.1519.
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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.
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Hebib, Emina, Radovan Antonijević, and Marija Ratković. "The development of inclusive school practice: Characteristics and requirements." Nastava i vaspitanje 68, no. 3 (2019): 315–29. http://dx.doi.org/10.5937/nasvas1903315h.
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Billingsley, Bonnie, David DeMatthews, Kaylan Connally, and James McLeskey. "Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform." Australasian Journal of Special and Inclusive Education 42, no. 01 (May 21, 2018): 65–81. http://dx.doi.org/10.1017/jsi.2018.6.
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School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titledPSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.
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Sydoriv, Sergiy. "Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 169–79. http://dx.doi.org/10.15330/jpnu.9.1.169-179.
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The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.
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Ahsan, Mohammad Tariq, and Lindsay Burnip. "Inclusive Education in Bangladesh." Australasian Journal of Special Education 31, no. 1 (April 2007): 61–71. http://dx.doi.org/10.1017/s1030011200025598.
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This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.
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Pletsch, Ariane Hidalgo Mansano, Flávia De Carvalho Zafani, Mariana Spirópulos Gonçalves de Moura Fernandes, Natália Fiorani, and Walkiria Shimoya-Bittecourt. "Atendimento Educacional Especializado: Desafios e Perspectivas da Educação Especial." Revista de Ensino, Educação e Ciências Humanas 19, no. 3 (November 30, 2018): 294. http://dx.doi.org/10.17921/2447-8733.2018v19n3p294-299.
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Para o desenvolvimento do aluno no contexto da educação inclusiva, a escola deverá favorecer condições para o aprendizado. Tal meta deverá ser atingida, uma vez que com a progressão do processo de desenvolvimento e aprendizagem, o discente evolui para sua autonomia e condições para a progressão da inserção na escola regular. A partir deste momento se pode afirmar que a inclusão escolar está realmente implantada no contexto das escolas brasileiras. Frente ao exposto, o objetivo é uma breve análise da abordagem do atendimento educacional especializado no ambiente Escolar, a partir de uma pesquisa bibliográfica dos autores que discutem as questões relacionadas aos desafios do atendimento educacional especializado. O estudo mostra a distância para que ocorra a verdadeira inclusão, apontando as dificuldades de estabelecer a inclusão dentro das escolas. Conclui-se no artigo que os desafios estão sistematizados em: falta de capacitação do professor, o pouco conhecimento do docente com relação ao processo ensino aprendizagem da educação inclusiva, a escassez de recursos materiais para o ensino, em sala de aula, bem como dificuldades no convívio professor-aluno, a falta de apoio da administração e dos próprios professores especializados em Educação Especial.Palavras-chave: Educação Inclusiva. Integração Ensino Regular – Educação Especial. Modalidades de Educação Especial.AbstractFor the student development in the context of inclusive education, the school should favor conditions for learning. Such a goal should be achieved since, with the progression of the development and learning process, the student evolves to his or her autonomy and conditions for the progression of the insertion in the regular school. From this moment on, it can be affirmed that the school inclusion is really implanted in the context of the Brazilian schools. In light of the above, the objective is a brief analysis of the approach to educational service specialized in the School environment, based on the authors’ bibliographical research that discusses the issues related to the challenges of specialized educational service. The study shows the distance for true inclusion to occur, pointing to the difficulties of establishing inclusion within schools. It is concluded in the article that the challenges are systematized in: lack of teacher’s training, lack of the teacher’s knowledge in relation to the teaching process of inclusive education, lack of material resources for teaching in the classroom as well as difficulties in teacher-studing coexistence, lack of support from the administration and qualified teachers in special education.Keywords: Inclusive Education. Integration Regular Education - Special Education. Special Education Modalities.
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Robiyansah, Iva Evry, Mudjito Mudjito, and Murtadlo Murtadlo. "The development of inclusive education management model: Practical guidelines for learning in inclusive school." Journal of Education and Learning (EduLearn) 14, no. 1 (February 1, 2020): 80. http://dx.doi.org/10.11591/edulearn.v14i1.13505.
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Yasar-Akyar, Ozgur, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz, and Gıyasettin Demirhan. "Special Education Teacher’s professional development through digital storytelling." Comunicar 30, no. 71 (April 1, 2022): 93–104. http://dx.doi.org/10.3916/c71-2022-07.
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This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Moreover, teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom. Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.
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Boychuk, Yuriy, Olena Kazachiner, and Talina Khliebnikova. "Managing teacher’s inclusive culture development." Revista Amazonia Investiga 10, no. 44 (September 29, 2021): 207–19. http://dx.doi.org/10.34069/ai/2021.44.08.20.
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The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.
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Remezova, L. A. "Theory and practice of inclusive preschool education: current status and development trends." Современная зарубежная психология 7, no. 1 (2018): 53–61. http://dx.doi.org/10.17759/jmfp.2018070106.
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The article presents an analytical review of modern trends in the development of inclusive education in Europe, the United States and other countries. It discloses significant conditions for putting theoretical grounds of inclusion in practice in pre-school educational institutions. It explains the basic strategies that can improve the quality and efficiency of this process in pre-school education
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BARR, JENNIFER YORK, TERRY SCHULTZ, MARY BETH DOYLE, ROBI KRONBERG, and SANDY CROSSETT. "Inclusive Schooling in St. Cloud." Remedial and Special Education 17, no. 2 (March 1996): 92–105. http://dx.doi.org/10.1177/074193259601700205.
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THE PURPOSE OF THIS STUDY WAS TO BETTER UNDERSTAND HOW INCLUSIVE SCHOOLING FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES WAS INITIATED IN THE ST. CLOUD COMMUNITY SCHOOLS, MINNESOTA, SEVENTEEN INDIVIDUALS WERE INTERVIEWED. FINDINGS ALIGN WITH CURRENT SCHOOL RESTRUCTURING RESEARCH IN THAT (A) INDIVIDUAL PEOPLE WERE CENTRAL TO THE CHANGE PROCESS, (B) MEANING AND VALUES ARE OF GREATER IMPORTANCE THAN STRUCTURE, AND (C) ELEMENTS OF EFFECTIVE TEACHING EXTEND BEYOND COMPETENCIES AND BEHAVIORS TO PERSONAL CHARACTERISTICS AND ATTRIBUTES. IMPLICATIONS FOR RESEARCH, PRACTICE, AND PERSONNEL DEVELOPMENT ARE PROPOSED.
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Meline Grigoryan. "TEACHING STAFF PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF INCLUSIVE EDUCATION." International Academy Journal Web of Scholar, no. 2(32) (February 28, 2019): 14–17. http://dx.doi.org/10.31435/rsglobal_wos/28022019/6341.
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The article deals with the issues of providing support to pedagogical team in the inclusive education settings as the main condition for the success of inclusion implementation. As a methodological basis for the analysis, the teacher competence structure is used as an approach. There are given many ways to expand the circle for teachers support. Arguments are also made in favor of engaging and interested in organizations for all employees of an inclusive school to create an inclusive team and the necessity for interest in joint work of both the administration and the teachers, correctional teachers included.
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Vaitkuvienė - Zimina, Žana, and Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education." Pedagogika 124, no. 4 (December 2, 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
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The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
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Sari, Dian Puspita, and Fuad Fitriawan. "STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO." BASICA: Journal of Arts and Science in Primary Education 1, no. 1 (May 22, 2021): 84–90. http://dx.doi.org/10.37680/basica.v1i1.814.
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Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.