Academic literature on the topic 'Inclusive schooling'
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Journal articles on the topic "Inclusive schooling"
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Ainscow, Mel. "Towards Inclusive Schooling." British Journal of Special Education 24, no. 1 (January 6, 2003): 3–6. http://dx.doi.org/10.1111/1467-8527.00002.
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Puigdellívol, Ignasi. "Ability, disability and inclusive schooling." International Medical Review on Down Syndrome 10, no. 2 (July 2006): 17. http://dx.doi.org/10.1016/s2171-9748(06)70062-9.
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Salisbury, Christine, and Arthur Chambers. "Instructional Costs of Inclusive Schooling." Journal of the Association for Persons with Severe Handicaps 19, no. 3 (September 1994): 215–22. http://dx.doi.org/10.1177/154079699401900309.
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Relatively little is known about the relative costs of inclusion, particularly as they compare to more prevalent self-contained and/or segregated out-of-district placement options. This investigation was conducted to report longitudinal cost data associated with one district's evolution toward more inclusive schooling practices. Results of archival data analysis revealed: (a) that District costs were significantly less on an annual basis relative to comparable costs for out-of-district services; (b) a significant increase in the number of students with severe disabilities over the 5-year period, with District costs still well below that of out-of-district services; (c) a doubling in contractual (related services) costs over the 5-year period, linked most directly to the dramatic increase in the number of students with more intensive needs; and (d) a significant increase in the number of and reliance on para-professional staff for supporting classified and nonclassified students in general education.
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Robertson, Christopher. "Initial Teacher Educationand Inclusive Schooling." Support for Learning 14, no. 4 (November 1999): 169–73. http://dx.doi.org/10.1111/1467-9604.00125.
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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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Robinson, Robyn, and Suzanne Carrington. "Professional development for inclusive schooling." International Journal of Educational Management 16, no. 5 (September 2002): 239–47. http://dx.doi.org/10.1108/09513540210434612.
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Kelly, Luke E. "Preplanning for Successful Inclusive Schooling." Journal of Physical Education, Recreation & Dance 65, no. 1 (January 1994): 37–56. http://dx.doi.org/10.1080/07303084.1994.10606829.
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Winzer, Margret, and Kas Mazurek. "Analyzing inclusive schooling for students with disabilities in international contexts: Outline of a model." Journal of International Special Needs Education 15, no. 1 (January 1, 2012): 12–23. http://dx.doi.org/10.9782/2159-4341-15.1.12.
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Conceptual and methodological difficulties confound comparative studies of the inclusive agenda for persons with disabilities. This paper, based on the authors' previous analyses of various aspects of inclusive schooling in international contexts, introduces a model to assist in the observation and analysis of the subtle and multi-aspect phenomena of inclusive schooling in its varied manifestations. With attention to inclusive schooling's premises, progress, implementation, and impact around the world, the model details five interlocking areas: core philosophy; dimensions of time; cultural parameters; school transformation; and policy and outcomes. These five parameters are best viewed as a set of intermeshed, overlapping, and embedded dimensions. Factors salient to comparative analyses are outlined in the paper; brief examples from national agendas add nuances to the discussion.
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Dressler, Anastasia, Valetina Perelli, Margherita Bozza, Stefania Bargagna, Franz Benninger, Anna Kosheleva, and Eva Schernhammer. "The Surplus Effect in Adaptive Behaviour in Down Syndrome: What Can Promote It?" Brain Sciences 11, no. 9 (September 10, 2021): 1188. http://dx.doi.org/10.3390/brainsci11091188.
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Background: In Down syndrome (DS), adaptive behaviour often shows a “surplus effect” (i.e., higher adaptive abilities than expected from cognitive skills). As inclusive schooling has become mandatory in Italy, we studied the impact of school inclusion on the surplus effect of adaptive behaviour in adult DS, considering potential confounding factors such as parental education. Methods: All consecutive DS individuals from three different sites were queried prospectively regarding type of schooling (inclusive and non-inclusive). Demographic data were documented; cognitive abilities and adaptive behaviour were assessed (Coloured Progressive Matrices and Vineland Adaptive Behaviour Scales). The aim was to establish the presence of a surplus effect in adaptive behaviour, primarily in the overall level and secondarily in the main domains and subdomains. A multivariable-adjusted logistic regression model was used for the association of schooling, and parental education. Results: The majority (65%) showed a surplus effect in adaptive behaviour and had attended inclusive schools (85%). Higher adaptive skills as well as early and longer functional treatment programmes were more readily available for younger individuals. In the group of inclusive schooling, the surplus effect on overall adaptive behaviour was present in 70% as opposed to 38% in the group without inclusive schooling, significant when adjusted for gender and maternal education. This was also observed in socialisation, written, and community, and after adjustment in playing and leisure time. Conclusions: Adaptive behaviour showed a surplus effect in the majority of DS adults, even more so after inclusive schooling. Younger adults showed higher adaptive skills. Moreover, female gender and higher maternal educational level significantly enhanced this surplus effect.
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Moss, Julianne. "Inclusive schooling: representation and textual practice." International Journal of Inclusive Education 6, no. 3 (July 2002): 231–49. http://dx.doi.org/10.1080/13603110110091599.
Full textDissertations / Theses on the topic "Inclusive schooling"
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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.
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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
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Moss, Julianne, and j. moss@unimelb edu au. "Inclusive schooling : contexts, texts and politics." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.
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The title Inclusive schooling: contexts, texts and politics, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The Inclusion of Students with Disabilities policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period.
The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of university teaching as a research site. The teacher/researcher as the visible maker of the research use metaphors of fibre and textile practice, techniques of textual juxtaposition and her positioned subjectivity as a female academic to tell a 'big story'. The researcher develops a 'double method' as a possible model for Inclusive research practice and educational policy analysis.
Using a critical ethnographic method, derived from the work of Carspecken (1996), 'data stories'
(Lather & Smithies 1997, p.34) are produced from the narratives of five key informants a parent, two teachers, a policy-maker and the researcher. Assembled as the data of the thesis the multi-voiced texts provide an account of the sociocultural, professional and systemic context of Inclusive schooling over a three-year period. In the analysis these data are interpreted from a feminist poststructural standpoint.
A deconstructuive reading of the data stories interprets the discourse of inclusive schooling emphasising the dominant foundation of the special education knowledge tradition. The idea of author function (after Foucault 1975, 1984b and Grundy and Hatton 1995) is used to interpret the 'texts' of the key Informants as discursive constructions. The researcher theorises inclusive schooling as an entangled, multiple and contradictory discourse, embedded in the social, cultural and material contexts, rather than a singular unitary Idea of the progress within the special education knowledge tradition.
The study contributes a fine-grained analysis of the constructed knowledge of inclusive schooling in one locality. The thesis advocates continuing engagement with questions of epistemology and social transformation in inclusive schooling, rather than persisting with technical rationality and the status quo. The researcher takes the position that the opportunities to theorise inclusive schooling lie within the multiple and disparate constructed texts of the micro world of everyday practice and the macro understanding of understandings of contemporary social justice. The poststructuralist writing/reading questions traditionalist theorising in the special education field. Central to the negotiations of power and truth inclusive schooling research and practice is a communicative theory that transforms populist conceptions of inclusion.
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Porras, Jesse. "Sociometric status and self-perceptions of male students with learning disabilities in inclusive schooling /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Wang, Yuchen. "Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22829.
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In Mainland China, a national education policy called ‘Learning in Regular Classrooms’ (LRC) has been implemented for over 25 years to support the inclusion of disabled children in regular schools. Although the LRC policy framework has been gradually adapted in response to the global movement for inclusive education, little is known about what is happening in classrooms and schools. In particular, disabled children’s views and experiences of their school lives remain unknown. Drawing on perspectives from inclusive education, pupil voice, disability studies and childhood studies, this research is driven by a theoretical stance that positions disabled children as active and competent social actors whose voices should be valued and heard. This exploratory inquiry adopted an ethnographic approach. I conducted the fieldwork in 4 state primary schools in Shanghai, with 11 disabled children (designated as LRC pupils and labelled as having Learning Difficulties), 10 class teachers and 3 resource teachers. The Framework for Participation (Florian & Black-Hawkins, 2011) was used to inform data collection and analysis. Multiple methods were utilised including participant observation, interviews and participatory activities. Rich, in-depth and contextual data were collected and thematically analysed. This research highlights several key findings. First, the necessity of listening to pupil voice is reaffirmed. Children’s views of schooling revealed hidden knowledge that had been unknown to teachers. The child participants were sensitive, observant and reflective, exercising their agency to negotiate the circumstances in which they were living. They offered informative comments on school practice and shared aspirations for improvement. Second, it was found that the meaning of inclusive education failed to be addressed in everyday schooling process, although there had been rhetorical change in LRC policy, and its implementation helped to secure disabled children’s access to regular schools. Disabled children were still facing forms of marginalisation and exclusion, such as limited participation in decision-making, restricted opportunities to access extra-curricular activities and spaces, lack of support for academic learning, and negative experiences of bullying from peers. The existing special educational provision such as the ‘resource classroom’ was found to interrupt children’s sense of togetherness and generate negative labelling effects for them. Third, facilitators of and barriers to disabled children’s learning and participation were identified. The exclusionary process affecting disabled children was strongly fortified by the introduction of special educational thinking and practice, which not only marked out these children as incompetent and in need of protection, but also underrated the existing inclusive practice in regular classrooms. The process was further reinforced by the charitable model of disability in Confucian society and the prevailing competitive and performative school culture. Nevertheless, teachers could play important roles in negotiating all pupils’ learning and participation. Among the insights gained into teachers’ practice, a connection between teachers’ attentiveness to children’s worlds and their demonstration of inclusive practice was noticed, on the basis of which I discussed the implications of pupil voice for developing inclusive practice, and explored a working model for moving towards inclusive education in China with pupil voice as a core starting point. In China, there is still a long way to go before realising all children’s learning and participation. This research calls for a paradigm shift within the country to encourage new ways of thinking and researching, in which children must be seen as essential partners in the process of transforming and imagining possibilities for inclusive education.
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Khanal, Damodar. "The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html.
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This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people's life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children's integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate. The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research.
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López-Dóriga, de Dalmau Maria. "Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665878.
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Amb la consolidació d’un sistema educatiu comprensiu i obligatori fins als setze anys es fa evident el desencaix entre un grup d’adolescents i l’institut, entre l’escola i joves que abans de fer setze anys diuen no a l’aprenentatge. Es tracta de nois i noies que no queden integrats a les institucions educatives però tampoc ho fan en cercles socials, culturals i comunitaris. Així, si bé les manifestacions més visibles d’aquesta problemàtica al instituts han estat la transgressió de la norma, l’absentisme i el baix rendiment acadèmic per part d’aquets nois, és tracta d’un col·lectiu que, per sobre de tot, comparteix una condició de vulnerabilitat que es tradueix en itineraris biogràfics marcats per l’adversitat i en vivències limitades pels pocs recursos socials, econòmics i culturals amb què compten els seus entorns. Davant aquesta realitat, la investigació que presentem té la finalitat última d’aportar un sistema pedagògic que ajudi a posar en marxa pràctiques que facin possible la reconnexió i integració d’aquests adolescents al sistema. Per fer-ho, hem optat per una investigació qualitativa de tall etnogràfic. Ens hem nodrit de dues fonts principals: el treball de camp i les fonts bibliogràfiques. Per una banda, durant un any i mig, hem fet observació participant a tres Unitats d’Escolarització Compartida (UEC). És tracta de recursos educatius que donen resposta als adolescents que són expulsats dels instituts per temes de comportament essencialment però que encara estan en edat d’escolarització obligatòria. L’observació a tres UEC – Cruïlla, Cancuní i Esclat – ens ha permès recollir informació relativa a activitats que aconsegueixen una transformació substantiva sobre aquests joves. La segona font d’informació ha estat la revisió d’experiències dutes a terme en un passat i en l’actualitat que ens han permès visualitzar mecanismes pedagògics efectius amb aquesta població. Tot plegat, i a través d’un procés d’anàlisi qualitatiu, ha resultat en l’elaboració de disset relats etnogràfics sobre bones pràctiques educatives, 17 mapes conceptuals corresponents a les pràctiques descrites i un sistema pedagògic on s’ofereix una classificació de bones pràctiques per adolescents vulnerables segons les finalitats educatives que persegueixen, tot desenvolupant el sentit educatiu i els trets educatius principals de cada agrupació establerta.With the consolidation of a comprehensive and compulsory educational system up to the age of sixteen, it is evident that there is a distance between a group of adolescents and the institute, between the school and young people who, before turning sixteen, say “no” to learning. These are boys and girls that are not integrated into educational institutions but nor do in social, cultural and community circles. Thus, although the most visible manifestations of this problem in the institutes have been the transgression of the norm, the absenteeism and the low academic achievements, we are talking about a group of guys that share a vulnerability condition. This translates to biographical itineraries marked by adversity and in experiences limited by the few social, economic and cultural resources that are in their environments. In view of this situation, the research we present has the ultimate purpose of providing a pedagogical system that helps to put into practice activities that make it possible to reconnect and integrate these teens into the system. To do this, we have opted for a qualitative ethnographic investigation. We have been fed by two main sources: field work and bibliographic sources. On the one hand, for a year and a half, we have made an observation participating in three Units of Shared Schooling (UEC). It is educational resources that respond to adolescents who are expelled from the institutes, due to behavioral issues essentially, but are still under mandatory schooling. The observation in three UEC - Cruïlla, Cancuní and Esclat - has allowed us to collect information related to activities that achieve a substantive transformation on these young people. The second source of information has been the revision of experiences carried out in the past and at present that have allowed us to visualize effective pedagogical mechanisms with this population. All in all, and through a qualitative analysis process, it has resulted in the elaboration of seventeen ethnographic reports on good educational practices, seventeen conceptual maps corresponding to the described practices and a pedagogical system for vulnerable adolescents conformed by good practices that have been organized according to the educational aims they pursue.
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Costa, Maria Elizabete da. "Alunos com deficiência e condições escolares, sociais e culturais: um estudo na rede pública estadual de São Paulo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10299.
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Previous issue date: 2011-04-06Secretaria da Educação do Estado de São Paulo
The purpose of this study was to investigate the schooling process of students with disabilities enrolled in regular 5th grade classes of the state-funded public school system of São Paulo, in opposite areas of the city, not focusing on the individual and his assumed gifts, but rather in a perspective that understands him as a product of the social, economical and cultural conditions in which he is inserted. One of the aims was to outline the social, cultural and economical profiles of these students, and relate aspects of their school lives (in the continued progression system) to their original social and cultural conditions, and to reflect about the relationship between public policies of inclusion (and the actual conditions offered by the school) and failures in academic performance. This study is justified by the fact that discussions about inclusion in schools is widely present nowadays, and it is therefore necessary to verify in what conditions it has been taking place. The theory upon which this research was based was defined from certain aspects of the thoughts of Bourdieu, where there is a premise stating that original social conditions and the cultural capital that is transmitted significantly influence the academic process of any student, and, also, from certain contributions by Bueno and Patto, who study issues pertaining to Special Education and academic failure, respectively. The data on the schooling processes was collected from official documents (Student Records); the information on socialcultural conditions were registered in a questionnaire directed to family members; and school characteristics were taken down by the researcher, in a specific form developed for this purpose. The conclusions were that the main highlight in the schooling process of students with disabilities was the disability itself. However, in opposition to a naturalized and biological interpretation which points to the limitations imposed by disabilities, the aspects which mainly stood out were the actual school and its dissatisfactory conditions
Esta pesquisa teve como objetivo investigar o percurso escolar de alunos com deficiência matriculados na 5ª série, em classe comum da rede estadual de ensino de São Paulo, em regiões opostas da capital, não com o foco no indivíduo e seus supostos dons, mas numa perspectiva de que esse indivíduo é produto das condições sociais, econômicas e culturais nas quais se insere. Pretendeu-se traçar o perfil social, cultural e econômico desses alunos e relacionar aspectos de sua vida escolar (no sistema de Progressão Continuada) com suas condições sociais e culturais de origem, refletindo, ainda, sobre a relação entre a política pública de inclusão (e as condições oferecidas pela escola) e o fracasso escolar. Justifica-se este estudo pelo fato de que a discussão sobre a inclusão escolar apresenta-se fortemente presente nos dias atuais, sendo necessário verificar em que condições ela está ocorrendo. A fundamentação teórica foi definida a partir de alguns aspectos do pensamento de Bourdieu, pois há a premissa de que as condições sociais de origem e o capital cultural transmitido influenciam significativamente a trajetória escolar de qualquer aluno e, também, tomando algumas das contribuições de Bueno e Patto, estudiosos das questões da Educação Especial e do fracasso escolar, respectivamente. Os dados sobre a trajetória escolar foram coletados em documentos oficiais (Cadastro de Alunos); sobre as condições sociais, econômicas e culturais as informações foram registradas em questionário direcionado aos familiares; sobre a caracterização da escola, o registro foi feito em ficha de coleta de dados elaborada pela pesquisadora. Concluiu-se que a marca principal na trajetória escolar dos alunos com deficiência seja a própria deficiência, mas, diferentemente da interpretação naturalizada e biológica que aponta para os limites das deficiências, se destacou a escola e suas condições ainda insatisfatórias
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Padfield, Pauline. "Schooling for boys and girls : negotiating inclusion/exclusion." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/23146.
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The thesis presents a sociological examination of the problem of Exclusion from school. Over the last decade in the UK, a sharp rise in rates of Exclusion has resulted in official, professional and public concern about a relative 'failure' of Excluded youngsters to benefit from a 'broad and balanced' curriculum. As a case study, the thesis draws upon research conducted in two Scottish secondary state schools, to examine reported experiences of schooling among young people, aged 14-15 years old, and their teachers. Exclusion, a sanction of 'last resort', represents a limitation of access to a key source of entitlement to welfare in modernity. This thesis addresses Exclusion by presenting empirical material drawn from textual, observational and interview data. The thesis examines official and professional accounts of Exclusion, to find such accounts to be largely policy driven, positivistic in character, and failing to provide an explanation of the phenomenon. The thesis argues positivist accounts of Exclusions draw upon 'behavioural' approaches to in/discipline among pupils, which leads to normative typing or categorising of pupils as 'disaffected' and/or as 'troublemakers'. Policy makers rely uncritically upon essentialist understandings of gender to present disproportionate rates of Exclusion among boys and girls as partially down to 'natural' differences between the sexes. The thesis argues official and professional accounts of Exclusion are unable to provide a reflexive account of Exclusion due to the formal character of its categories, for example action described in terms of 'behaviour' 'takes for granted' everyday rules of interaction. The thesis argues explanation of Exclusion, and its gendered character lies in an analysis of everyday talk about talk/action among actors at school, to present schools and schooling as 'social institutions', in which meaning of action is negotiated according to actors normative understanding of everyday rules.
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Meirelles, Melina Chassot Benincasa. "Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/148283.
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Il presente studio ha come obiettivo analizzare il sostegno educativo specializzato offerto ai bambini con disabilità nell'educazione per la prima infanzia. Trattasi di un universo d'indagine che ha favorito alcune domande: Che tipo di sostegno è offerto ai bambini piccoli e grandi con disabilità durante la frequentazione al nido e scuola dell’infanzia? Come si organizza il sostegno educativo specializzato nell'educazione per la prima infanzia? Qual è la configurazione dell'azione pedagogica rivolta all'educazione per la prima infanzia quando essa è concepita come un supporto ai bambini con disabilità? Dal punto di vista metodologico sono stati analizzati due contesti, un brasiliano e uno internazionale: Santa Maria, comune dello Stato di Rio Grande do Sul (Brasile) e Bologna, capoluogo della Regione Emilia Romagna (Italia). Basati sui contributi teorici del pensiero sistemico si possono trovare i principi che sorreggono il piano empirico metodologico dello studio, così come la dimensione pedagogica discussa nell'analisi dell'assistenza specializzata per i neonati e bambini piccoli con disabilità nelle fasi iniziali di scolarizzazione. L'opera di autori come Gregory Bateson, Humberto Maturana, Francisco Varela, Fritjof Capra e Heinz Von Foerster viene collegata ai principi guida della ricerca, mettendo in evidenza la complessità, l'instabilità e l'intersoggettività. In linea con l'approccio sistemico, si è optato per un disegno metodologico identificato con i principi del metodo cartografico, valorizzando la ricerca su ampia base bibliografica e l'uso dell'intervista. Nel contesto della Rete Scolastica del Comune di Santa Maria sono stati intervistati gli insegnanti di pedagogia speciale che lavorano presso il sostegno educativo specializzato nel nido e scuola dell’infanzia e il coordinatore dell'educazione speciale della rete. A Bologna, sono state intervistate le coordinatrici dei servizi per la prima infanzia della Rete Comunale. Il contatto con questi due contesti ha favorito l'emergenza di dimensioni considerate prioritarie: la consolidazione di un servizio di sostegno educativo offerto ai bambini piccoli e grandi con disabilità; la formazione dei professionisti coinvolti nel sostegno specializzato, specificamente quelli che lavorano con l'educazione per la prima infanzia; il lavoro condiviso sviluppato in modo collaborativo tra gli insegnanti curriculari e quelli di sostegno; il ruolo della documentazione nel contesto educativo; il piano educativo individualizzato e il piano del sostegno educativo specializzato; e le questioni collegate alla diagnosi. Tra le evidenze trovate, possiamo dire che entrambi contesti condividono aspetti politici che stanno valorizzando i processi di inclusione scolastica nel momento in cui riconoscono l'importanza dell'offerta di sostegno specializzato sin dai nidi e scuole dell’infanzia. È possibile individuare alcune differenze tra di loro, sia in termini storici, con i punti di inizio delle azioni relative a questo sostegno, sia nel modo in cui esso viene offerto. Nel contesto brasiliano, l'appoggio è ancora associato a una valorizzazione dell'aula di sostegno come il dispositivo pedagogico che assume la responsabilità di conduzione dell'intero processo. In Italia, il lavoro si sviluppa in un tessuto che intreccia l'azione di un maggior numero di professionisti a quella dell'insegnante specializzato rivolto al lavoro con il gruppo di alunni in senso ampio.O presente estudo teve como objetivo analisar o atendimento educacional especializado oferecido às crianças com deficiência na educação infantil. Trata-se de um universo investigativo que favoreceu alguns questionamentos: Que tipo de apoio é oferecido a bebês e crianças pequenas com deficiência durante sua frequência à escola regular? Como se organiza o apoio educacional especializado na educação infantil? Qual a configuração da ação pedagógica dirigida à educação infantil quando essa é concebida como um suporte às crianças com deficiência? Do ponto de vista metodológico foram analisados dois contextos, sendo um brasileiro e outro internacional: Santa Maria, município do Rio Grande do Sul, no Brasil, e Bologna, capital da Região Emilia Romagna, na Itália. Com base nas contribuições teóricas do pensamento sistêmico, podê-se encontrar os princípios que sustentam o plano empírico metodológico do estudo, assim como a dimensão pedagógica discutida na análise do apoio especializado para bebês e crianças pequenas com deficiência em fase inicial de escolarização. Autores como Gregory Bateson, Humberto Maturana, Francisco Varela, Fritjof Capra e Heinz Von Foerster associam-se aos princípios norteadores da pesquisa, com destaque para a complexidade, a instabilidade e a intersubjetividade. Em sintonia com a abordagem sistêmica, optou-se por um desenho metodológico identificado com os princípios do método cartográfico, valorizando a busca ampla de análise bibliográfica e o uso de entrevistas. No contexto da Rede Municipal de Ensino de Santa Maria, entrevistou-se professoras de educação especial que atuam no atendimento educacional especializado nas escolas infantis e o gestor de educação especial da rede. Na cidade de Bologna, entrevistouse gestoras dos serviços de educação infantil da rede municipal. O contato com esses dois contextos permitiu a emergência de dimensões consideradas prioritárias: a consolidação de um serviço de apoio educacional oferecido a bebês e crianças pequenas com deficiência; a formação dos profissionais envolvidos no serviço especializado, especificamente, aqueles que atuam na educação infantil; o trabalho compartilhado desenvolvido de modo colaborativo entre os professores de sala de aula e do apoio especializado; o papel da documentação no contexto educacional; o plano educativo individualizado e o plano do atendimento educacional especializado; e as questões associadas ao diagnóstico. Dentre as evidências encontradas, podemos dizer que ambos os contextos compartilham de aspectos políticos que têm valorizado os processos de inclusão escolar ao reconhecer a importância da oferta do apoio especializado desde a etapa da educação infantil. É possível identificar algumas diferenciações entre eles, tanto em termos de um histórico que marca o início das ações relativas a esse apoio, quanto no modo como este apoio vem sendo oferecido. No contexto brasileiro, o apoio está associado ainda a uma valorização da sala de recursos como o dispositivo pedagógico que assume responsabilidade na condução do processo. Na Itália, o trabalho mostra-se configurado com uma espécie de rede, envolvendo um maior contingente de profissionais e a ação do professor especializado dirigido ao trabalho com o grupo de alunos em sentido amplo.
The present study had the purpose of analyzing the specialized educational assistance offered to children with disability in early childhood education. It is an investigative universe which favored some questioning: What type of support is offered to babies and young children with disability during their regular school? How is it organized the specialized educational assistance in early childhood education? What is the configuration of the pedagogical action aimed at early childhood education, when it is designed as a support to children with disability? From the methodological point of view, two contexts were analyzed, a Brazilian and an international context: Santa Maria, a city in Rio Grande do Sul, Brazil; and Bologna, capital of the region of Emilia Romagna, Italy. On the basis of the theoretical contributions of the systemic thinking, the principles which support the study empirical methodological plan may be found, as well as the pedagogical dimension discussed in the analysis of the specialized support to babies and young children with disability in their phase of initial education. Authors such as Gregory Bateson, Humberto Maturana, Francisco Varela, Fritjof Capra and Heinz Von Foerster are associated with the research guiding principles, with emphasis on complexity, instability and intersubjectivity. In line with the systemic approach, it was decided to use a methodological design, identified with the principals of the cartography, valuing a broad search for bibliographic analysis and the use of interview. In the context of municipal education in Santa Maria, teachers of special education who work at specialized educational assistance in early childhood education and a special education manager of the municipal system were interviewed. In Bologna, municipal managers of early childhood education assistance were interviewed. The contact with both contexts allowed the emergence of dimensions which are considered priority: consolidation of a service of educational support offered to babies and young children with disability; qualification of the professionals who are involved in the specialized service, mainly the ones who act in early childhood education; shared work between teachers and specialized support; role of documentation in the educational context; individualized educational plan and plan of the specialized educational service; and issues related to diagnosis. Among the found evidences, it is possible to verify that both contexts present political aspects which have valued processes of inclusive schooling, recognizing the importance of offering specialized support since early childhood education. It is possible to identify some differences between the contexts, as in relation to a history which marks the beginning of these support actions, as in the way this support has been offered. In the Brazilian context, the support is associated with resource room appreciation, as a pedagogical device which takes the responsibility of conducting the process. In Italy, the work is configured as a network, concerning higher contingent of professionals and the actions of the specialized teachers related to the work with the group of students in a broad sense.
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Ghanem, Hiba. "La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ?" Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2016/document.
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Dans un contexte social et scolaire qui se veut inclusif, nombre de facteurs font entrave à un processus de scolarisation de qualité pour les enfants en situation de handicap dans les écoles ordinaires du Liban. Les représentations sociales et les pratiques à l’égard de ces enfants en sont les signes les plus saillants. Cette thèse interroge les représentations que se font lesenseignants des enfants en situation de handicap et leurs pratiques pédagogiques effectives, afin de comprendre les interactions entre les premières et les secondes ainsi que leur impact sur la réussite de la scolarisation. Elle vise simultanément à saisir la position de l’École libanaise face à la diversité des enfants.Cette recherche relève d’une démarche compréhensive. Elle repose sur l’observation des pratiques éducatives et pédagogiques ainsi que sur des focus groups et des entretiens compréhensifs avec les enseignants. Le recours à ces méthodologies permet, d’une part, d’appréhender les conduites des enseignants et leurs démarches pédagogiques ; d’autre part, d’analyser leurs discours et d’explorer les représentations sociales qui structurent inconsciemment leurs manières de penser et d’agir. Par l’analyse et le croisement des données recueillies, les freins et les leviers à la mise en œuvre du processus de scolarisation se trouvent ainsi mis en lumière.L’interprétation croisée des pratiques et des représentations permet finalement de comprendre ce qui pourrait amener les enseignants à modifier leurs conceptions, à transformer leurs pratiques usuelles et à envisager la possibilité d’en instaurer de nouvelles, plus cohérentes avec la visée inclusiveIn a social and school context that seeks to be inclusive, many factors hinder a quality schooling process for children with disabilities in mainstream schools in Lebanon. Social representations and practices with regard to these children are the most remarkable signs. This thesis investigates the representations made by teachers of children with disabilities and their actualpedagogical practices, in order to understand the interactions between both parties as well as the teachers’ impact on the success of schooling. It also seeks to reflect the position of the Lebanese School on the diversity of children.This research adopts a comprehensive approach. It is based on the observation of educational and pedagogical practices as well as focus groups and comprehensive interviews with teachers. The use of these methodologies allows, on the one hand, the apprehension of the behavior of teachers and their pedagogical approaches; and on the other hand, the analysis of theirdiscourses and exploration of the social representations that unconsciously structure their ways of thinking and acting. The cross-sectional analysis of data thus highlights the brakes and levers for the implementation of the schooling process.The crossed interpretation of practices and representations finally makes it possible to understand what could lead teachers to modify their conceptions, to transform their usual practices and to consider the possibility developing new ones, more coherent with the inclusive aim
Books on the topic "Inclusive schooling"
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Slee, Roger. The irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.
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The irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.
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Schooling without labels: Parents, educators, and inclusive education. Philadelphia: Temple University Press, 1992.
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McGregor, Gail. Inclusive schooling practices: Pedagogical and research foundations : a synthesis of the literature that informs best practices about inclusive schooling. [S.l.]: University of Montana, 1998.
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McGregor, Gail. A synthesis of the literature that informs best practices about inclusive schooling. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.
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What did you do at school today?: A guide to schooling and school success. Springfield, Ill: C.C. Thomas, 1998.
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Paul, Cooper. From inclusion to engagement: Helping students engage with schooling through policy and practice. Chichester, West Sussex: Wiley-Blackwell, 2011.
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Lawrence, Clare. Autism and flexischooling: A shared classroom and homeschooling approach. Philadelphia: Jessica Kingsley Publishers, 2012.
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Vitello, Stanley J. Inclusive Schooling. Routledge, 2013. http://dx.doi.org/10.4324/9781315045351.
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Rethinking Support for More Inclusive Schooling. NASEN, 1999.
Find full textBook chapters on the topic "Inclusive schooling"
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Eva, Vass. "Building dialogic spaces through inclusive conversations." In Engaging Schooling, 101–19. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905-14.
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Mazurek, Kas, and Margret Winzer. "Globalization, Teachers and Inclusive Schooling." In Second International Handbook on Globalisation, Education and Policy Research, 649–65. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9493-0_38.
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Phasha, Nareadi, Dikeledi Mahlo, and George J. Sefa Dei. "Inclusive Schooling and Education in African Contexts." In Inclusive Education in African Contexts, 1–17. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_1.
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Mukherjee, Mousumi. "Decolonizing pedagogy for inclusive education." In Routledge International Handbook of Schools and Schooling in Asia, 709–21. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-67.
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Colinet, Séverine, Philippe Bonnet, and Federico Di Rocco. "Craniosynostosis: Repercussions on Schooling, Inclusive Education, and Siblings." In Textbook of Pediatric Neurosurgery, 1657–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-72168-2_67.
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Colinet, Séverine, Philippe Bonnet, and Federico Di Rocco. "Craniosynostosis: Repercussions on Schooling, Inclusive Education, and Siblings." In Textbook of Pediatric Neurosurgery, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31512-6_67-1.
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Dixon, Roselyn M., and Irina Verenikina. "The “Wicked Problem” of Implementing Evidence based Practice in Special and Inclusive Education: A Sociocultural Analysis." In Curriculum, Schooling and Applied Research, 237–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_11.
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Mackay, Wayne. "2. The Lighthouse of Equality: A Guide to ‘Inclusive’ Schooling." In The Courts, the Charter, and the Schools, edited by Michael Manley-Casimir and Kristen Manley-Casimir, 39–63. Toronto: University of Toronto Press, 2010. http://dx.doi.org/10.3138/9781442698819-004.
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Beaton, Mhairi C., and Jennifer Spratt. "Professional Learning to Support the Development of Inclusive Curricula in Scotland." In Teacher Education for the Changing Demographics of Schooling, 167–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54389-5_12.
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Ohito, Esther O., and Celia Oyler. "Feeling Our Way Toward Inclusive Counter-Hegemonic Pedagogies in Teacher Education." In Teacher Education for the Changing Demographics of Schooling, 183–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54389-5_13.
Full textConference papers on the topic "Inclusive schooling"
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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.
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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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Zurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
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The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an Italian university, it collects testimonies, experiences and reflections of the students concerning the learning gained in the workshops organized by the degree course and to those acquired during the observation of the different public schools where they carried out the compulsory training to become teachers.The results, collected by the qualitative analysis of data, induce different levels of reflection concerning the current schooling educational practices for teaching motor activity, the training needs of future teachers, the elaboration of specific contents and teaching methods/strategies for the preparation of spaces and tools that guarantee the full accessibility of learning for all the students.
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Winzer, Margaret, and Kas Mazurek. "SALAMANCA 25 YEARS LATER: A RETROSPECTIVE ANALYSIS OF INCLUSIVE SCHOOLING FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1415.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Kamei, Toshiko. "The SWANs/ABLES Project: A resource developed by and for teachers to support the teaching and learning of students with additional learning needs." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_18.
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The inclusion of students with additional learning needs in schooling is part of policy and practice in Australia. However, it has been well documented that teachers lack the resources and training to meaningfully include students with additional learning needs in the full range of learning in their classrooms. The SWANs program of work aimed to fill this gap through the development of assessments based on learning progressions that provide teachers with targeted information to support the teaching and learning of all students including students with additional learning needs. The development and implementation of the SWANs/ABLES suite of resources illustrates how a practical assessment tool can support teachers to target the learning of students with additional learning needs regardless of their point of readiness to learn.
Reports on the topic "Inclusive schooling"
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Kaffenberger, Michelle, and Lant Pritchett. More Schooling or More Learning? Evidence from Learning Profiles from the Financial Inclusion Insights Data. Research on Improving Systems of Education (RISE), May 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/012.
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