Journal articles: '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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Pandia, Weny Savitry Sembiring, and Margaretha Purwanti. "Teachers' perceptions of school climate in inclusive schools." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (April 30, 2019): 27. http://dx.doi.org/10.21580/pjpp.v4i1.3357.

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Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.

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Gathorne‐Hardy, Flora. "Inclusive design in schools." Support for Learning 16, no. 2 (May 2001): 53–55. http://dx.doi.org/10.1111/1467-9604.00188.

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Clark, Catherine, Alan Dyson, Alan Millward, and Sue Robson. "Theories of Inclusion, Theories of Schools: deconstructing and reconstructing the ‘inclusive school‘." British Educational Research Journal 25, no. 2 (April 1999): 157–77. http://dx.doi.org/10.1080/0141192990250203.

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Chamdani, Muhamad. "PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 286. http://dx.doi.org/10.20961/shes.v1i2.26734.

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<p><em>The purpose of this study is to : (1) the existence of children with special needs in elementary schools that organize inclusive education in Kebumen District, (2) inclusion index achieved in elementary schools that organize inclusive education in Kebumen District, and (3) Implementation of school inclusive education Basic in Kebumen Regency. Inclusion index is obtained through observation in the learning process in class based on 18 indicators. The study was conducted on 10 classes from 4 elementary schools in Kebumen District which organized inclusive education. Inclusive school implementation data were analyzed using an ideal instrument index.The results of the study show that ((1) the number of inclusive elementary school children varies from 1 to 3 children). ((2) The average inclusion index is 31.46 with the ideal inclusion index 54). ((3) Implementation of inclusive education is 227 with an ideal total score of 381).The conclusion of this study is the profile of the implementation of inclusive education in the Kebumen District Primary School shows an average of 59.6% in the medium category.</em></p>

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A. Villa, Richard, and Jacqueline S. Thousand. "Creating and sustaining inclusive school." Journal of Science, Educational Science 60, no. 6BC (2015): 5–11. http://dx.doi.org/10.18173/2354-1075.2015-0103.

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Turner, Eileen, and Steve Waterhouse. "Towards inclusive schools. Sustaining normal in-school careers." Emotional and Behavioural Difficulties 8, no. 1 (January 2003): 19–31. http://dx.doi.org/10.1080/13632750300507003.

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Stauffer, Catherine, Ben Case, Christopher J. Moreland, and Lisa M. Meeks. "Technical Standards from Newly Established Medical Schools: A Review of Disability Inclusive Practices." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052110727. http://dx.doi.org/10.1177/23821205211072763.

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Introduction Technical standards document US medical school's nonacademic criteria necessary for admission, persistence, and graduation and communicate the school's commitment to disability inclusion and accommodation but are considered one of the largest barriers for students with disabilities. Calls for more inclusive technical standards have increased in recent years, yet the impact of this work on changing technical standards has not been measured. The establishment of 15 new US MD- and DO-granting medical schools between 2017 to 2020 offered a unique opportunity to evaluate differences in the inclusive nature of newly developed technical standards. Method We conducted a document analysis of 15 newly formed medical schools’ technical standards to determine the availability and inclusive nature of the standards as they pertain to students with sensory and mobility disabilities. Technical standards were coded for: ease of obtaining technical standards, the school's stated willingness to provide reasonable accommodations, the origin of responsibility for accommodation request and implementation, and the school's openness to intermediaries or auxiliary aids. Results Of the 15 schools, 73% of the technical standards were not easy to locate online. Few (13%) included language that support disability accommodations. Most (73%) used language that was coded as ‘restrictive’ for students with physical or sensory disabilities. Coding of the newly accredited US MD and DO medical schools suggests that newly created technical standards are more restrictive than those in previous studies. Conclusions Efforts to create more inclusive technical standards have not yet been realized. Newly formed US MD- and DO-granting medical schools may perpetuate historically restrictive technical standards that serve as barriers to applicants with disabilities. Future research should evaluate the role of medical school accrediting bodies to go beyond simply requiring technical standards to ensuring that the standards are readily available and appropriately convey the availability of reasonable accommodations for students with disabilities.

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Rafique, Uzma, and Abdul Hameed. "Implementation of Inclusive Education in Pakistan: A Case of School Culture." Global Educational Studies Review VI, no. II (June 30, 2021): 133–44. http://dx.doi.org/10.31703/gesr.2021(vi-ii).13.

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There is growing awareness and desire to implement inclusive education in Pakistan. This quantitative study tried to assess the level of implementation of inclusive practices in public and private sector schools through the voices of headteachers and teachers. The status of implementation is explored by using a five-point Likert type scale developed on the framework of Index of Inclusion (Booth and Ainscow, 2002) and Framework of Indicators developed by Kyriazopoulou and Weber (2009). The sample of the study comprised 51 inclusive schools representing four inclusive models. Headteachers and teachers engaged in implementation were asked to unfold their experiences and voices as the evidence for successful inclusivity in schools reflected through school culture. In its quantitative part, the study found that majority of the respondents had a positive opinion regarding the implementation of inclusive enabling indicators pertaining to school culture. Overall the study found that all these 51 inclusive schools are moving forward to achieve inclusivity in schools. This study recommended that a standard definition of inclusive education and a viable model for the implementation of inclusivity in schools.

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Arifin, Misbahul, Munawir Yusuf, and Joko Yuwono. "DESCRIPTIVE STUDY OF THE COMPETENCE OF SPECIAL GUIDANCE TEACHERS FOR INCLUSIVE SCHOOLS IN SURAKARTA." ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY 1, no. 1 (November 19, 2021): 1–10. http://dx.doi.org/10.55047/romeo.v1i1.40.

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Inclusive education is education that allows learners with mental or physical disabilities the equal opportunity to learn alongside peers their age in regular schools. Inclusive education tries to minimize negative perceptions toward children with disabilities. A special guidance teacher's role is significant in maximizing children's academic and non-academic development. The purpose of this study is to determine how to optimize the role and responsibilities of special guidance teachers in inclusion schools, to ascertain the impact that the absence of special guidance teachers has on inclusion schools, and to ascertain the school's efforts to overcome the effects of the unavailability of special guidance teachers in inclusion schools. The descriptive qualitative method was used in this study. The study gathered data from principals, special guidance teachers, and classroom teachers. Interviews, observations, documentation, and questionnaires are used to collect data. The findings of this study indicate that special guidance teachers (GPK) continue to exercise authority in the same way that other teachers do, namely by standing in the classroom and instructing children with special needs. Special guidance teachers educate in the same way as classroom teachers, and some even shift to classroom teaching as a result of the school's teacher shortage. The impact on schools caused by the lack of special guidance teachers in inclusion education is the inability to meet the needs of ABK (children with special needs), especially special needs programs; ABK (children with special needs) is seen as a disruptor in the smooth implementation of educational programs; classroom teachers are unable to accommodate the needs of ABK in the classroom; school policy to accept both regular students and ABK (children with special needs) with mild level disabilities. While ABK with a moderate to severe level of resistance is directed at Special Needs Schools (SLB). To address the lack of GPK, efforts are undertaken to appoint honoree GPK and to collaborate with the nearest SLB to bring in visiting teachers. Keywords: Special Guidance Teachers, Inclusive Schools, Children with Special Needs

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Li, Dandan, Josep Maria Sanahuja Gavaldà, and Mar Badia Martín. "Listening to students’ voices on inclusive teaching strategies in Chinese primary schools." International Journal of Chinese Education 11, no. 2 (May 2022): 2212585X2211209. http://dx.doi.org/10.1177/2212585x221120971.

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.

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Bibigul, Dyussenbayeva, Kuznetsova Marina, Madina Alpysbayeva, and Gulmira Nietbaeva. "Training a special teacher: Opinions and experience of teachers in the conditions of inclusive education." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 920–29. http://dx.doi.org/10.18844/cjes.v17i3.6985.

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In the context of the active spread of inclusive education in Kazakhstan, it seems important to modernize their training for work in inclusive schools. Accordingly, the problems of effective preparation of teachers to work with inclusive classes have acquired particular relevance. The aim of the proposed study was a comparative study of the opinions of teachers-defectologists in secondary schools of the region on the organization and implementation of practice in inclusive education. Thus, an interview was conducted with teachers in North Kazakhstan. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinion of special teachers practicing in inclusive organizations, it is argued that inclusive education of children with special educational needs requires a change in approaches to the training of special teachers, modernization of the content, and directions of their training. Keywords: Defectologists; inclusive education; special educational needs; teacher training.

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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.

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Kurth, Jennifer A., Mary E. Morningstar, Tyler A. Hicks, and Jonathan Templin. "Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis." Inclusion 6, no. 1 (March 1, 2018): 19–32. http://dx.doi.org/10.1352/2326-6988-6.1.19.

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AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

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Mfuthwana, Thembeka, and Lorna M. Dreyer. "Establishing inclusive schools: Teachers’ perceptions of inclusive education teams." South African Journal of Education 38, no. 4 (November 30, 2018): 1–10. http://dx.doi.org/10.15700/saje.v38n4a1703.

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Voinea, Mihaela, and Alina Turculet. "Promoting inclusive school culture through leadership—Case study in Romanian schools." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 321–27. http://dx.doi.org/10.18844/prosoc.v6i1.4184.

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One of the greatest challenges for 21st century school is to rethinking school culture for human diversity. Among the factors contributing to the ethos of the inclusive school, most specialists emphasise the importance of leadership, of the managerial team that both through conception and through its own behaviour promotes cooperation, human diversity, tolerance, open mind-set and help offering. The purpose of this research was to identify the factors of the leadership, which are involved in promoting a culture of inclusion. The research in question was embedded in a constructivist–interpretivist paradigm. The study included the analysis of school culture and interviews with school managers and teachers. The institutional analysis of schools addressed the physical/material aspects of the school and the social dimension (of human resources). One of the main conclusions of the research is that the leader and his team have a decisive role to play in promoting values of diversity. Keywords: Inclusive school, leadership, school culture, inclusive education.

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Guzmán, Nadyne. "Leadership for successful inclusive schools." Journal of Educational Administration 35, no. 5 (December 1997): 439–50. http://dx.doi.org/10.1108/09578239710184583.

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Angelides, Panayiotis, and Eleni Antoniou. "Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus." Journal of School Leadership 22, no. 1 (January 2012): 186–209. http://dx.doi.org/10.1177/105268461202200108.

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Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (September 2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (March 1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.

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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.

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Agustian, Hendra Y. "Investigating inclusive practice in international schooling: a case study of two schools." Journal of Research in International Education 20, no. 3 (November 20, 2021): 226–41. http://dx.doi.org/10.1177/14752409211059274.

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Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.

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Nes, Kari. "The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 305–20. http://dx.doi.org/10.2304/rcie.2009.4.3.305.

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Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive school development be supported? Might the Index for Inclusion be an answer? This material, first published in the UK in 2000, attempts to meet the challenges of developing more inclusive practices and the need to support schools' self-evaluation. In the article Norwegian experiences with the Index are compared with those of other countries.

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Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.

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In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

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McLeskey, James, and Nancy L. Waldron. "School Change and Inclusive Schools: Lessons Learned from Practice." Phi Delta Kappan 84, no. 1 (September 2002): 65–72. http://dx.doi.org/10.1177/003172170208400114.

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Ainscow, Mel, and Kyriaki Messiou. "Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools." Revista latinoamericana de educación inclusiva 15, no. 2 (2021): 23–37. http://dx.doi.org/10.4067/s0718-73782021000200023.

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Siperstein, Gary N., Emily D. McDowell, Holly E. Jacobs, Jeffrey E. Stokes, and Andrea L. Cahn. "Unified Extracurricular Activities as a Pathway to Social Inclusion in High Schools." American Journal on Intellectual and Developmental Disabilities 124, no. 6 (November 1, 2019): 568–82. http://dx.doi.org/10.1352/1944-7558-124.6.568.

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Abstract The present study examined how a multicomponent intervention embedded in a high school's extracurricular framework impacts students' acceptance of peers with intellectual disability (ID). Data were collected from eight high schools, three of which implemented the Special Olympics Unified Champion Schools (UCS) program involving inclusive sports, clubs, and schoolwide events, and five of which did not. A pretest-posttest survey design was used to measure students' attitudes, perceptions, and interactions (n = 1,230). Lagged dependent variable modeling revealed that UCS participation significantly predicted improved attitudes toward peers with ID and perceptions of school social inclusion, as well as increased social interactions with peers with ID. Unified extracurricular activities may be the next step forward in promoting an inclusive school culture.

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Sowiyah, Sowiyah, and Ryzal Perdana. "Implementation of Inclusive Education Programs in Lampung Province." Journal of Advances in Education and Philosophy 6, no. 3 (March 13, 2022): 161–66. http://dx.doi.org/10.36348/jaep.2022.v06i03.004.

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The implementation of inclusive education is a form of equal educational services between children who have special needs and regular children carried out in public schools. Therefore, inclusive education provider schools should be implemented properly which includes institutional, student, workforce, infrastructure, parental participation, and financing purposes. The purpose of this study is to describe and obtain an overview of the implementation of inclusive education programs in Lampung Province. The research method used was a descriptive survey with the principal respondent. Data collection by purposive sampling, instruments in the form of closed and open questionnaires to obtain free answers from participants. Data analysis techniques used descriptive statistical analysis. The results showed that in general inclusive education in Lampung Province did not meet the requirements of the implementation of inclusive schools in accordance with the Law on Inclusion Schools, especially related to the still low role of parents of students with special needs, the unavailability of special assistant teachers, and the unmet fulfillment of facilities and adequate infrastructure.

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Ahsan, Mohammad Tariq, and Lindsay Burnip. "Inclusive Education in Bangladesh." Australasian Journal of Special Education 31, no. 1 (April 2007): 61–71. http://dx.doi.org/10.1017/s1030011200025598.

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This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.

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Campos, Ertz Ramon Teixeira, Humberto Gabriel Rodrigues, Helen Cristhianne de Oliveira Macedo, Aliny Cristiany Cardoso de Sá, Francisco Malta de Oliveira, and Éder de Souza Beirão. "EDUCAÇÃO INCLUSIVA: um estudo sobre a percepção dos professores de uma escola em Espinosa – MG." Revista Cerrados 17, no. 01 (February 12, 2020): 70–85. http://dx.doi.org/10.22238/rc24482692201917017085.

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O processo de inclusão do aluno com deficiência em classes comuns da rede regular ainda requer muitas mudanças na gestão educacional por parte do Estado, que funciona como um exemplo da sociedade, dando uma visão geral de como ela é, ressaltando uma importante missão da escola que é a de proporcionar relacionamentos em um ambiente de interação. A prática em sala de aula não atende efetivamente as necessidades dos alunos no processo de inclusão e um dos motivos que contribuem para isso é a falta de adaptação do currículo por parte da escola. Este estudo proporcionou um olhar mais atento no que envolve a realidade da educação inclusiva nas escolas e também trouxe para mais perto a realidade vivenciada nas escolas da rede regular. Palavras-chave: Inclusão. Gestão educacional. Interação. Educação Inclusiva. INCLUSIVE EDUCATION: a research on the perception of the teachers of a school in Espinosa – MG ABSTRACT The process of inclusion of the disabled student in common classes of the regular network still requires many changes in the educational management by the State, which functions as an example of society, giving an overview of how it is, highlighting an important mission of the school that is to provide relationships in an interaction environment. Classroom practice does not effectively meet the needs of students in the inclusion process and one of the contributing factors is the school's lack of adaptation of the curriculum. This study provided a closer look at what is involved in the reality of inclusive education in schools and also brought the reality of schools in the regular network closer. Keywords: Inclusion. Educational management. Interaction. Inclusive education. EDUCACIÓN INCLUSIVA: un estudio sobre la percepción de los profesores de una escuela en Espinosa – MG RESUMEN El proceso de inclusión del estudiante con discapacidad en clases comunes de la red regular todavía requiere muchos cambios en la gestión educativa por parte del Estado, que funciona como un ejemplo de la sociedad, dando una visión general de cómo es, resaltando una importante misión de la escuela que es la de proporcionar relaciones en un ambiente de interacción. La práctica en el aula no atiende efectivamente las necesidades de los alumnos en el proceso de inclusión y uno de los motivos que contribuyen a ello es la falta de adaptación del currículo por parte de la escuela. Este estudio proporcionó una mirada más atenta en lo que implica la realidad de la educación inclusiva en las escuelas y también trae para más cerca la realidad vivida en las escuelas de la red regular. Palabras-clave: La inclusión. Gestión educativa. Interacción. Educación inclusiva

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Kim, Hye Jeong, Pilnam Yi, and Ji In Hong. "Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018." Computers & Education 170 (September 2021): 104226. http://dx.doi.org/10.1016/j.compedu.2021.104226.

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Siperstein, Gary N., Lauren A. Summerill, Holly E. Jacobs, and Jeffrey E. Stokes. "Promoting Social Inclusion in High Schools Using a Schoolwide Approach." Inclusion 5, no. 3 (September 1, 2017): 173–88. http://dx.doi.org/10.1352/2326-6988-5.3.173.

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Abstract This study examines the impact of the Special Olympics Unified Champion Schools program in high schools across the country. Data were analyzed from 2,774 students from 11 high schools implementing the program concerning their perceptions and attitudes toward including students with intellectual disability (ID). Students participating in 1 or more program activities reported increased visibility of and social interactions with students with ID in school. This, in turn, promoted more positive perceptions and attitudes regarding school and classroom inclusion. Participation in different activities had unique effects on students' perceptions of their school's inclusive environment and on their attitudes toward classroom inclusion. These findings support an ecological approach to social inclusion and for structured, schoolwide interventions embedded within normative school contexts.

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Tadevosyan, Syuzanna. "Inclusive Education in Armenia." Armenian Folia Anglistika 15, no. 1 (19) (April 15, 2019): 103–12. http://dx.doi.org/10.46991/afa/2019.15.1.103.

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The article is on the Inclusive Education in general and the status of it in the Republic of Armenia. It mainly covers the notion of Inclusive Education, the functioning model of education in Armenia, its necessity and importance to be applied in many schools of Armenia. The subject is not new but still, there is a lack of information and awareness of it among the people living in Armenia, particularly parents and teachers. Some strategies and suggestions on the topic are included in the article too, that is how to develop and implement it in everyday schooling. Much attention is paid to the training of teachers and the connection of multidisciplinary bonds. Research in a few schools of Armenia proves that the issue is to be well observed to find proper solutions and to provide relevant information and implication of special education at schools and organizations willing to support Inclusive Education.

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Flem *, Annlaug, Torill Moen, and Sigrun Gudmundsdottir **. "Towards inclusive schools: a study of inclusive education in practice." European Journal of Special Needs Education 19, no. 1 (March 2004): 85–98. http://dx.doi.org/10.1080/10885625032000167160.

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Widya, Widya, and Rifma Rifma. "The Environment Management of Inclusive Schools at Primary Schools." JED (Jurnal Etika Demokrasi) 5, no. 1 (January 25, 2020): 95–103. http://dx.doi.org/10.26618/jed.v5i1.2956.

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Zidniyati, Zidniyati. "Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 308–29. http://dx.doi.org/10.14421/al-bidayah.v11i2.350.

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This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

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Dyson, Alan, Frances Gallannaugh, and Alan Millward. "Making Space in the Standards Agenda: Developing Inclusive Practices in Schools." European Educational Research Journal 2, no. 2 (June 2003): 228–44. http://dx.doi.org/10.2304/eerj.2003.2.2.3.

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In spite of the focus on inclusive education in recent years, there is a relative dearth of studies which explore the complexities of the move towards greater inclusion. This article seeks to redress this situation by reporting some interim findings from a three-year study of schools' attempts to develop more inclusive practices, involving teams of researchers from three higher education institutions working in partnership with 25 schools, in three local education authorities. The development took place within a national policy environment which focused heavily on the issue of ‘standards' narrowly defined. This article reports the way that this context helped to form schools' responses to inclusion and the ambiguities in these responses. It argues, however, that the view of schools' actions as entirely determined by this external agenda is as erroneous as the image of them battling heroically against it in the name of inclusive values. Rather, to a greater or lesser extent, schools tried or were impelled to find spaces within the ‘standards agenda’ where different values and priorities could be realised. The article outlines some of the factors which made this process more or less likely to occur and offers an important new way of thinking about the development of inclusive education.

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Vyrastekova, Jana. "Social inclusion of students with special educational needs assessed by the Inclusion of Other in the Self scale." PLOS ONE 16, no. 4 (April 28, 2021): e0250070. http://dx.doi.org/10.1371/journal.pone.0250070.

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How does the participation of students with special educational needs (SEN) in mainstream education affect their social inclusion? We introduce a single-item pictorial measure, the Inclusion of Other in the Self (IOS), to compare the social inclusion of SEN students attending mainstream regular schools to social inclusion of SEN students attending special schools. We collected responses from 138 parents of SEN students aged 4–20, to obtain data on the loneliness, friendships and social inclusion of SEN students. The parents of SEN students attending regular schools did not perceive their children to be less included than parents of SEN students attending special schools. School context decreased SEN students’ perceived loneliness independent of the school type. And while most SEN students’ friendships were formed at school, SEN students attending regular schools had more friends, and these were more likely to live in the same neighborhood. Overall, the social inclusion of SEN students across school types was not affected by the school type, only by the school’s inclusive characteristics.

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López Vázquez, Rubén, Sergio Tobón Tobón, María Guadalupe Veytia Bucheli, and Luis Gibran Juárez Hernández. "Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo." Revista de Investigación Educativa 39, no. 2 (July 1, 2021): 527–52. http://dx.doi.org/10.6018/rie.443301.

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Ante los retos del desarrollo social sostenible, es esencial fortalecer la inclusión en la educación básica con nuevos enfoques como la socioformación. Sin embargo, se desconocen los avances en la didáctica inclusiva en primaria, con base en este nuevo enfoque. Es por ello que el propósito del presente estudio fue determinar el grado de implementación de las prácticas de mediación didáctica inclusiva desde el enfoque socioformativo, con el fin de sugerir mejoras en este proceso a las escuelas. Acorde con esto, 689 docentes y 645 estudiantes de escuelas primarias públicas de México respondieron una rúbrica analítica compuesta por diez prácticas de mediación didáctica inclusiva. Esta rúbrica fue previamente validada con docentes y estudiantes. Cada práctica tuvo cinco niveles de desempeño, con base en la taxonomía socioformativa: preformal, receptivo, resolutivo, autónomo y estratégico. Los resultados muestran que hay un grado medio alto o alto en la implementación de la mediación didáctica inclusiva desde la socioformación, y esto fue superior en los docentes respecto a lo hallado en los estudiantes. La práctica de mediación didáctica inclusiva más desarrollada fue el respeto a la diferencia y la menos desarrollada la evaluación formativa. Se concluye que los docentes tienen logros relevantes en la implementación de la mediación didáctica inclusiva, tomando como base la socioformación, pero esto debe ser tomado con precaución y se debe continuar con la mejora de este proceso mediante el trabajo colaborativo, la formación continua y la tutoría. Faced with the challenges of sustainable social development, it is essential to strengthen inclusion in basic education with new approaches such as socioformation. However, advances in inclusive didactics in primary schools are unknown based on this new approach. That is why the purpose of this study was to determine the degree of implementation of inclusive didactic mediation practices from a socioformative perspective, in order to suggest improvements in this process to schools. Accordingly, 689 teachers and 645 students from public elementary schools in Mexico responded to an analytical rubric composed of ten inclusive didactic mediation practices. This rubric was previously validated with teachers and students. Each practice had five levels of performance, based on the socioformative taxonomy: preformal, receptive, decisive, autonomous and strategic. The results show that there is a medium high or high degree in the implementation of inclusive didactic mediation from a socioformation perspective, and this was higher in the teachers than in the students. The most developed inclusive didactic mediation practice was that of respect for difference and the least developed was formative evaluation. It is concluded that teachers have relevant achievements in the implementation of inclusive didactic mediation, based on socioformation, but this must be taken with caution, and the improvement of this process must continue through collaborative work, continuous training and tutorships.

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Bahrudin, Bahrudin, Indra Jaya, and Cecep Kustandi. "The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia." International Journal of Multicultural and Multireligious Understanding 8, no. 12 (December 24, 2021): 540. http://dx.doi.org/10.18415/ijmmu.v8i12.3338.

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This research is on the Implementation of special needs schools as Resources Center for Inclusive Education in Jakarta, Indonesia. This study aims to determine the implementation of special needs schools as organizers of inclusive educational resource centers. This research was conducted in a special needs school designated as an inclusive education resource center numbering 18 schools in Jakarta. This research uses a qualitative approach. Implementing the special needs schools' program as a resource center for inclusive education illustrates that the condition of inclusive education has not been maximized because there is still a lack of means to support the activities of inclusive educational resource centers. In addition, the need for training on inclusive education for teachers and education personnel becomes important for inclusive schools to do.

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Manogharan, Melissa Wane, Gunasegaran Karuppannan, and Kung Lung Chiong. "Exploring teachers’ readiness, knowledge and attitudes towards inclusive education in the district of Sibu, Sarawak, Malaysia." Contemporary Educational Researches Journal 8, no. 4 (November 22, 2018): 148–57. http://dx.doi.org/10.18844/cerj.v8i3.3630.

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Teachers’ readiness, knowledge and attitudes level towards inclusive education in mainstream schools were explored as they were tasked to carry out this responsibility. They must ensure success of inclusive education which actually depended heavily on their readiness in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusion classes. This research study aimed to explore teachers’ readiness level in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusive classes in primary and secondary schools in the district of Sibu, Sarawak. The sample size for this study consisted of 154 respondents. This study explored specifically into the teachers’ readiness, knowledge and attitude level towards inclusion in the classrooms. The method used for this research was descriptive survey approach. Identified teachers involved directly in teaching and supervising students with special educational needs (SEN) in the inclusive classrooms were provided with survey questionnaire. Fully completed questionnaire were collected from respective schools through self-collection, post or email. The data collected was analysed for descriptive and inferential statistics, percentages, t-test and ANOVA using SPSS (version 22). The outcome of the findings was discussed according to the objectives and research questions of the study. This outcome of this study showed high readiness level among teachers, high knowledge level among teachers and positive attitudes of teachers toward inclusive education. At the same time, the study also found out that there are strong positive correlation between teachers’ readiness, knowledge and attitude level. Keywords: Inclusive education, readiness, knowledge, inclusion, special educational needs (SEN) students.

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Salisbury, Christine L. "Principals' Perspectives on Inclusive Elementary Schools." Research and Practice for Persons with Severe Disabilities 31, no. 1 (January 2006): 70–82. http://dx.doi.org/10.2511/rpsd.31.1.70.

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Journal articles on the topic 'Inclusive schools'

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