Relevant bibliographies by topics / Inclusive schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Inclusive schools"

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (July 2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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Powell, Donna, and Adrienne E. Hyle. "Principals and School Reform: Barriers to Inclusion in Three Secondary Schools." Journal of School Leadership 7, no. 3 (May 1997): 301–26. http://dx.doi.org/10.1177/105268469700700305.

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Explanatory case studies were used to examine the change to inclusion in three secondary schools using Fullan (1982, 1991). Findings support Fullan's perspectives and indicate a lack of understanding about inclusion as well. In sum, these schools had implemented the programs they defined as inclusive, but none of the schools were implementing inclusive programs.
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Thomas, Gary. "Inclusive Schools for an Inclusive Society." British Journal of Special Education 24, no. 3 (September 1997): 103–7. http://dx.doi.org/10.1111/1467-8527.00024.

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Kinsella, William. "Organising inclusive schools." International Journal of Inclusive Education 24, no. 12 (September 11, 2018): 1340–56. http://dx.doi.org/10.1080/13603116.2018.1516820.

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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.
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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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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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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well. Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Lacruz-Pérez, Irene, Ma Inmaculada Fernández-Andrés, and Raúl Tárraga-Mínguez. "ACTITUDES DE LOS DOCENTES HACIA LA EDUCACIÓN INCLUSIVA. ANÁLISIS DE LAS VARIABLES QUE INFLUYEN EN SU CONFIGURACIÓN." Universidad-Verdad, no. 80 (June 17, 2022): 44–57. http://dx.doi.org/10.33324/uv.vi80.515.

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El propósito de este trabajo fue analizar las actitudes de los docentes hacia la educación inclusiva en educación infantil y primaria, y determinar algunos de los factores que infuyen en la confguración de estas actitudes. Ciento veintiocho docentes de diferentesescuelas de la Comunidad Valenciana (España) completaron un cuestionario que evalúa las actitudes del profesorado hacia la inclusión. Se analizó mediante un ANOVA la infuencia del puesto de trabajo (maestro/a generalista o especialista de educación especial) y del modelo inclusivo de centro educativo donde desarrollaban su trabajo. Asimismo, se realizaron correlaciones entre las actitudes hacia la inclusión, y dos variables sobre la trayectoria de los docentes: su experiencia con alumnado con necesidades específcas de apoyo educativo (NEAE) y sus años totales de experiencia docente. Los resultados muestran que estos cuatro factores están estrechamente relacionados con las actitudes del profesorado hacia la educación inclusiva. El artículo concluye con algunasrecomendaciones en el ámbito de la formación inicial y continua del profesorado, y además destaca la necesidad de intensifcar la formación en materia de inclusión para todos los docentes (no solo para los especialistas en educación especial), y la conveniencia de desarrollar en la formación inicial prácticas escolares en contextos inclusivos. Palabras claveActitudes, educación inclusiva, formación de profesorado, maestros, necesidades específcas de apoyo educativo. AbstractThe aim of this study was to analyze the attitudes towards inclusive education of early childhood and primary education teachers and to determine some of the factors that infuence the shaping of these attitudes. One hundred and twenty-eight teachers from diferent schools in the Valencian Community (Spain) flled in a questionnaire that assesses the attitudes of teachers towards inclusion. The infuence of the job position (mainstream teacher or special education specialist) and the inclusive model of the school where they worked were analyzed through ANOVA. Likewise, correlations were made between attitudes towards inclusion and two variables on the teachers’ trajectory: their experience with students with specifc needs of educational support (SNES) and their years of teaching experience. The results show that these four factors were closely related to teachers attitudes towards inclusive education. Thepaper concludes with some recommendations in the feld of initial and continuing teacher training, highlighting the need to intensify training on inclusion for all teachers (not only for specialists in special education), and the convenience of developing school internships in inclusive contexts during the initial teaching training. KeywordsAttitudes, inclusive education, specifc needs of educational support, teachers, teacher training
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Budiarti, Nugraheni Dwi, and Sugito Sugito. "Creating Inclusive Culture of Elementary Schools." Jurnal Ilmiah Peuradeun 6, no. 2 (May 28, 2018): 307. http://dx.doi.org/10.26811/peuradeun.v6i2.237.

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Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.
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Dissertations / Theses on the topic "Inclusive schools"

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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education.
Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.
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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.

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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.
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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.
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Vorapanya, Sermsap. "A model for inclusive schools in Thailand /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9487.

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Kioko, Victor Kitau. "Becoming inclusive : a Deleuzoguattarian view of inclusive education policy struggles in Kenyan primary schools." Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550216.

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This thesis is based on a study into the tensions and struggles between written government policy on inclusion and the reality of living and lived policy in Kenya, taking the experiences of a primary school’s attempt to become inclusive as its primary focus. The methodology builds on the metaphorical concepts of a ‘rhizome’, ‘tree’, ‘lines of flight’ and ‘becoming’ as they are espoused by Deleuze and Guattari (1987) in their philosophical writings in the book, A thousand plateaus. The contrast between the rhizome and the tree provides the basis for the critique of 'methodolatory' (Chamberlain, 2000: 287) and creates spaces for creative imagination in conducting inclusive research. The thesis advances a view of IE as a becoming, and draws upon the ‘philosophies of difference’ to offer new lenses for thinking and acting inclusively within schools (Allan, 2008). Through a rhizoanalytic approach, the relations and connections between written and lived policy are explored in order to consider what sort of educational spaces might be worthy of the inclusion of children and adults. The thesis also examines the wider contexts within which exclusive tendencies are harboured. Besides the surface view of inclusive education, participant accounts and conceptualisations imply that there is an invisible view of IE which is informed by a much more complex set of understandings. Therefore, teachers in their attempts to teach inclusively are often caught up in these complexities and disciplinary power networks which can be understood if they work closely with policy officials. The central recommendation of this study is that, there is need for policy officials to engage more deeply with teachers in order to understand their actual experiences. In this way, policy changes can begin to reflect school practices and capture the issues that teachers regard as priorities for promoting inclusive initiatives. This view suggests a change to a bottom-up and rhizomatic approach in the way policy is made and implemented because teachers had a feeling of being left out in making decisions that affect their work. To address issues of inequality, ethnicity should form part of future research in order to create different ways of tackling institutional exclusions and build foundations for citizenship and social cohesion.
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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Ekins, Alison. "An exploration of inclusive practices in schools : case studies of two primary schools." Thesis, Canterbury Christ Church University, 2010. http://create.canterbury.ac.uk/12115/.

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This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices within schools. The notion of inclusion is a complex and problematic one, and this study illuminates that complexity through the accounts and experiences of two ‘ordinary’ schools mediating the challenges of developing inclusive practices within the current educational system. The study purposefully focuses upon the perspectives of the teachers and senior leaders. Other voices, including those of the pupils, parents and support staff within the school, have not been included, in order to retain the focus upon gaining greater depth of understanding of the complex issue of inclusion through the eyes and voices of the professionals (teachers and senior leaders) engaging in the decision making and day to day planning for meeting the needs of all pupils. The study uses an ethnographic case study approach to gather data through semi-structured interviews, observation (including classroom visits), learning conversations and strategic focus group discussions. A three phase research approach has been developed to reflect ongoing engagement with the complex issue of researching perspectives towards developing inclusive practices within schools. A non-judgemental and non-evaluative research approach has been utilized, which moves away from the researchers’ usual role working with schools in a collaborative or advisory capacity, and models the need to create interruptions in thinking and practice to be able to fully understand the complex factors impacting upon the development of inclusive practices within schools. The perspectives and accounts of the teachers and senior leaders enable tensions existing within policy, literature, research and practice to be identified. The study argues that attention needs to be paid more to the emotional aspects of the experience of developing inclusive practices, and the impact that that has upon staff groups, rather than a narrow focus upon specific actions and outcomes. The centrality of values and principles which are shared and continually discussed and re-negotiated to produce an embedded inclusive school culture is acknowledged, as well as the impact of positive, supportive and inclusive staff relationships within this process.
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Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.

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Books on the topic "Inclusive schools"

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Kennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.

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Kennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.

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Kennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.

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Johnson, Gill. Stories for Inclusive Schools. London: Taylor & Francis Group Plc, 2004.

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Johnson, Gill. Stories for Inclusive Schools. London: Taylor & Francis Inc, 2002.

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Understanding the development of inclusive schools. London: Falmer Press, 1999.

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Alan, Dyson, Booth Tony 1944-, and Farrell Peter, eds. Improving schools, developing inclusion. London: Routledge, 2006.

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Hoskins, Barbara. Developing inclusive schools: A guide. Bloomington, Ind: CASE Research Committee, 1996.

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Lynch, James. Inclusive schools & community support programmes. Paris: UNESCO, 2001.

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Idol, Lorna. Creating collaborative and inclusive schools. Austin, Tex: Eitel Press, 1997.

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Book chapters on the topic "Inclusive schools"

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Algozzine, Bob, Fred Spooner, James McLeskey, and Nancy L. Waldron. "Supporting Inclusion and Inclusive Schools." In Handbook of Effective Inclusive Elementary Schools, 507–24. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003043874-24.

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Ruairc, Gerry Mac. "Leading Inclusive Schools." In Leadership for Inclusive Education, 71–80. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4_7.

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Grigg, Russell. "Promoting inclusive schools." In Becoming an Outstanding Primary School Teacher, 256–82. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-11.

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." In Theory into Practice, 269–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203764121-9.

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Sugrue, Ciaran. "Inclusive Schools: Challenging Leadership?" In Unmasking School Leadership, 149–74. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9433-6_7.

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Knigge, Michel, and David Kollosche. "Inclusive Education in German Schools." In Inclusive Mathematics Education, 13–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_3.

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McLeskey, James, Nancy L. Waldron, Fred Spooner, and Bob Algozzine. "Time to Support Inclusion and Inclusive Schools." In Handbook of Effective Inclusive Elementary Schools, 3–15. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003043874-1.

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Olagookun, Olalekan, and Julie White. "Including Students from Refugee Backgrounds in Australian Schools." In Inclusive Education, 95–105. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2_7.

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Makhalemele, Thabo, and Lloyd D. N. Tlale. "Managing inclusive schools in South African schools." In School Leadership for Democratic Education in South Africa, 149–71. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-10.

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Hornby, Garry. "Organization of Schools for Inclusive Special Education." In Inclusive Special Education, 83–102. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_5.

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Conference papers on the topic "Inclusive schools"

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Gogolinskaya, Olga Nikolaevna. "INCLUSIVE EDUCATION IN MODERN SCHOOLS." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-284.

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Ichsan Anshory, AM, and Delora Jantung Amelia. "Problematics of Inclusive Schools at the Elementary School Level." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.072.

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Stračárová, Nikola. "A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).
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Nugroho, Wahyu, Mr Murtadlo, and Mr Mudjito. "Inclusive Learning Management in Elementary Schools." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.94.

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Chiusaroli, Diletta. "THE PYGMALION EFFECT IN INCLUSIVE SCHOOLS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0582.

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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Jayaneththi, D. N. D., and I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.

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Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.
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Irvan, Muchamad, and Muhammad Nurrohman Jauhari. "The Accessibility of Inclusive Schools in Surabaya." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.39.

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Madanih, Rahmawati. "How inclusive schools work: an experience from Lazuardi Global Islamic school." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.33.

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McDowell, Emily. "Inclusive Extracurricular Activities as a Pathway to Social Inclusion in High Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444554.

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Reports on the topic "Inclusive schools"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Hernández, Laura, and Linda Darling-Hammond. Creating identity-safe schools and classrooms. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/165.102.

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This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Wickenden, Mary, Brigitte Rohwerder, and Josephine Njungi. Experiences and Expectations of Inclusive Pre-primary Education in Kenya: Reporting the Results of the First Round of Focus Group Discussions in Homa Bay and Kakuma. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/ids.2022.055.

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The Disability Inclusive Development (DID) programme is a large disability programme funded by the UK government’s Foreign Commonwealth and Development Office (FCDO). Under this programme, Task Order 20 is a project in Kenya aiming to develop the idea of inclusive early child development and education (IECDE), so that children with disabilities will be able to attend pre-schools alongside other children in their community. The project is trialling this approach in nine schools in different contexts, and as part of the project, the Institute of Development Studies UK is leading a piece of qualitative participatory research running a series of focus group discussions and individual interviews with different stakeholders. This report outlines the findings of the first round of focus group discussions. URI
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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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Arteaga, Felipe, Gregory Elacqua, Thomas Krussig, Carolina Méndez, and Christopher Neilson. Can Information on School Attributes and Placement Probabilities Direct Search and Choice? Evidence from Choice Platforms in Ecuador and Peru. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004672.

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This paper evaluates how new information influences families applica- tions and assignment outcomes in elementary school choice settings. Specifi- cally, using a multi-country RCT based in Tacna, Peru and Manta, Ecuador, we examine the effect of providing personalized information on schooling alternatives and placement risk. We find that applicants who received feed- back on placement risk and a suggestion of new schools add more schools to their applications and were more likely to include recommended schools than other alternatives available. Interestingly, the project implemented in Manta, Ecuador had only marginal effects for all outcomes. The main differ- ence across implementations was the inclusion of outreach and information provision through an additional WhatsApp “warning” in Peru, which was not realized in Ecuador. A lower school density seems to have also been a contributing factor to the results observed in the Ecuadorian context.
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha, and Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, January 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.

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