Academic literature on the topic 'Inclusive schooling'
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Journal articles on the topic "Inclusive schooling"
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.
Full textPuigdellívol, 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.
Full textSalisbury, 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.
Full textRobertson, 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.
Full textBARR, 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.
Full textRobinson, 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.
Full textKelly, 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.
Full textWinzer, 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.
Full textDressler, 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.
Full textMoss, 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"
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.
Full textThis 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.
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.
Full textPorras, 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.
Full textWang, 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.
Full textKhanal, 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.
Full textLópez-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.
Full textWith 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.
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.
Full textSecretaria 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
Padfield, Pauline. "Schooling for boys and girls : negotiating inclusion/exclusion." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/23146.
Full textMeirelles, 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.
Full textO 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.
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.
Full textIn 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"
Slee, Roger. The irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.
Find full textThe irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.
Find full textSchooling without labels: Parents, educators, and inclusive education. Philadelphia: Temple University Press, 1992.
Find full textMcGregor, 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.
Find full textMcGregor, 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.
Find full textWhat did you do at school today?: A guide to schooling and school success. Springfield, Ill: C.C. Thomas, 1998.
Find full textPaul, Cooper. From inclusion to engagement: Helping students engage with schooling through policy and practice. Chichester, West Sussex: Wiley-Blackwell, 2011.
Find full textLawrence, Clare. Autism and flexischooling: A shared classroom and homeschooling approach. Philadelphia: Jessica Kingsley Publishers, 2012.
Find full textVitello, Stanley J. Inclusive Schooling. Routledge, 2013. http://dx.doi.org/10.4324/9781315045351.
Full textRethinking Support for More Inclusive Schooling. NASEN, 1999.
Find full textBook chapters on the topic "Inclusive schooling"
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.
Full textMazurek, 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.
Full textPhasha, 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.
Full textMukherjee, 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.
Full textColinet, 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.
Full textColinet, 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.
Full textDixon, 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.
Full textMackay, 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.
Full textBeaton, 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.
Full textOhito, 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"
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.
Full textZurru, 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.
Full textWinzer, 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.
Full textKgothule, 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.
Full textTudor, 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.
Full textKamei, 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.
Full textReports on the topic "Inclusive schooling"
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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