1,149 results
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2. Developing a sense of belonging among ethnic minority youth in Hong Kong: challenges and opportunities
- Author
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Hue, Ming Tak and Karim, Shahid
- Published
- 2024
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3. School principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect
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Stavrou, Emilia and Kafa, Antonios
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- 2024
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4. The role of teachers’ views and attitudes in the academic achievement of Roma students
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Fehérvári, Anikó
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- 2023
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5. Breaking out of your comfort zone: an archival research on epistemology in inclusive education pedagogy for Industry 4.0
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Khandelwal, Rahul, Kolte, Ashutosh, Pawar, Prafulla, and Martini, Elvira
- Published
- 2022
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6. Impact of psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education
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Bodhi, Rahul, Singh, Tripti, Joshi, Yatish, and Sangroya, Deepak
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- 2022
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7. Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study
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Lüddeckens, Johanna, Anderson, Lotta, and Östlund, Daniel
- Published
- 2022
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8. Inclusive school leaders – their role in raising the achievement of all learners
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Óskarsdóttir, Edda, Donnelly, Verity, Turner-Cmuchal, Marcella, and Florian, Lani
- Published
- 2020
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9. Lesson study as a vehicle for improving SEND teachers’ teaching skills
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Holmqvist, Mona
- Published
- 2020
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10. Development of inclusive education theoretical model : Role of authentic leadership academic optimism and art-based pedagogies
- Author
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Srivastava, Anugamini Priya and Shree, Sonal
- Published
- 2019
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11. Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism
- Author
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Klefbeck, Kamilla
- Published
- 2021
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12. Inclusive Education as a Framework for Changes in Teachers’ Work
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Marija S. Ratković and Emina Dž. Hebib
- Subjects
among other things ,the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation ,the conception and realisation of teaching and school activities ,as well as changes in teachers’ work. The changes in the way teachers work refer ,to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers’ activities and assignments that are stated in expert sources as particularly important in working with students with disabilities ,students of typical development ,fellow teachers ,other experts in the school system ,and parents of students with disabilities. Based on the overview ,the authors point out that the development of the practice of education of students with disabilities in regular schools ,as an important component of inclusive education ,implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers’ professional attitudes and beliefs. ,inclusive education ,inclusive school practice ,the role of teachers ,teachers’ work with different actors in inclusive education ,Education - Abstract
Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers’ work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers’ activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers’ professional attitudes and beliefs.
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- 2018
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13. Teachers' capacity to create inclusive learning environments
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Leifler, Emma
- Published
- 2020
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14. Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?
- Author
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Gatto, Laura E., Pearce, Heather, Antonie, Luiza, and Plesca, Miana
- Published
- 2021
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15. Teachers’ perceptions on inclusion in basic school
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Manrique, Ana Lucia, Dirani, Ely A.T., Frere, Annie F., Moreira, Geraldo E., and Arezes, Pedro M.
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- 2019
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16. The will and the way of inclusive education in Macao
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Correia, Ana Maria and Teixeira, Vitor Santos
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- 2017
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17. Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy.
- Author
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Mutanga, Oliver
- Subjects
INCLUSIVE education ,DISCUSSION in education ,UBUNTU (Philosophy) ,EDUCATIONAL benefits ,TEACHER educators - Abstract
Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the 'new' Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states. [ABSTRACT FROM AUTHOR]
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- 2024
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18. CLASSROOM READINESS IN THE FACE OF FUTURISTIC DISRUPTIONS TO SCHOOL SYSTEM IN SOUTH AFRICA.
- Author
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Akinmolayan, Emmanuel and Hingston, Claudine
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COVID-19 pandemic ,ONLINE education ,INCLUSIVE education ,INTERNET access ,CHAOS theory ,BLENDED learning - Abstract
The world never saw Covid-19 pandemic coming. It disrupted all human systems including education. This pandemic caused a shutdown of the popular face-to-face-teaching and learning with digital and online teaching as the only alternative. However, this, being the only solution further exposed the deep inequalities in South Africa education where not all learners and teachers had access to internet facilities, electronic devices, ICT gargets, and skills. These learners were disadvantaged even when schools returned to normalcy. With this, the aim of this paper is to explore the lesson from Covid with the purpose of suggesting sustainable ways in the face of future pandemic that may disrupt education system. The main question in this paper is: How can education in South Africa be reinvented to be sustainable, inclusive, and equitable in the face of unforeseen pandemics? This paper is under pinned by the Chaos theory and employs a systematic review of literature within qualitative methodology. The findings of this paper reveal the under-preparedness for Covid, its implication and disruption to teaching and learning, and the need for inclusive and sustainable education system that can withstand any futuristic pandemic in South Africa. It also advocates for an inclusive and equitable education system, which makes this paper relevant and significant for contemporary education. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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19. Conceptual Foundations For Gifted Education: Stock-Taking.
- Author
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Cohen, LeoNora M.
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SPECIAL education ,COMPENSATORY education ,EDUCATION ,INCLUSIVE education ,INDIVIDUALIZED education programs ,MAINSTREAMING in special education - Abstract
Conceptual Foundations are the theoretical conceptual philosophical and historical aspects; perspectives from outside the field; trends, issues, and future directions; and social political, and economic facets that underlie our field. This paper attempted to capture these foundational aspects, taking stock of accomplishments and suggesting future directions. The last 16 years of Conceptual Foundations program abstracts from NAGC Conventions were analyzed quantitatively (numbers/types of presentations) and qualitatively, using grounded theory, for patterns in each of the seven Division missions. An historical overview of Division development, each of the Division's missions and how close we have come to their accomplishment, and luminous presentations were discussed. Suggestions were made for future efforts in each mission area, particularly related to more dynamic, organismic approaches. [ABSTRACT FROM AUTHOR]
- Published
- 2006
20. ROLE OF LIBRARIANS AS A PREROGATIVE FOR USING ASSISTIVE TECHNOLOGIES IN THE EDUCATION OF PEOPLE WITH SPECIAL NEEDS.
- Author
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AKINDEHIN, OLUMUYIWA FOLAJIMI
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CHILDREN with disabilities ,SPECIAL education ,INCLUSIVE education ,LIBRARIANS ,RESEARCH personnel ,LIBRARY education - Abstract
The paper examined the role of the library in the improvement of inclusive education. Bringing to bear some stringent concepts; and ideas that the library management can imbibe, to improve the productivity of the special needs children. The paper also looked intently at the term special education, special needs education and also the benefits of special education. In this paper, the researcher tries to juxtapose the importance of considering the special needs learners, their information quest and needs. The researcher drew some conclusions and some recommendations were made at the end of the paper. [ABSTRACT FROM AUTHOR]
- Published
- 2023
21. 'Voices' of early school leavers in Greek educational system: A Bourdieusian approach.
- Author
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Panagiotis, Giavrimis
- Subjects
SCHOOL dropouts ,EDUCATION ,INCLUSIVE education ,CULTURAL capital ,PSYCHOLOGICAL typologies - Abstract
In the present paper, we research the phenomenon of early school leaving through the biography of school leavers. The participants were 14 individuals (five females and nine males) who had left school early before completing secondary education. The interviewees' discourse highlighted the mediating factors and the reasons for leaving school. Also, early school leavers are a heterogeneous group of individuals, where the diversity of their family's cultural capital has shaped different inclusion conditions in the Greek educational system. According to the typology of Nairz-Wirth and Gitschthaler, we identified four types of early school leavers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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22. Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals
- Author
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Linda Petersson Bloom
- Subjects
Male ,Health Knowledge, Attitudes, Practice ,medicine.medical_specialty ,Autism Spectrum Disorder ,education ,Psykiatri ,Professional Role ,Surveys and Questionnaires ,Inclusive education ,Developmental and Educational Psychology ,medicine ,Humans ,0501 psychology and cognitive sciences ,Autism spectrum disorder ,Child ,Preschool ,Psychiatry ,Sweden ,Original Paper ,Medical education ,Schools ,Public health ,Learning environment ,Pedagogical Work ,05 social sciences ,Professional development ,Pedagogiskt arbete ,050301 education ,Teacher Training ,medicine.disease ,humanities ,Child, Preschool ,Educational Status ,Autism ,Female ,School Teachers ,Faculty development ,Lesson study ,Psychology ,0503 education ,Inclusion (education) ,050104 developmental & child psychology - Abstract
The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives.
- Published
- 2020
23. The Education Component and the Inclusion of the Enrolment Survival Measure: Provincial Equitable Share (PES).
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Mthimkhulu, Sithembiso Felix and Tewari, Dev
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SCHOOL dropouts ,INCLUSIVE education ,PROVINCES ,MATHEMATICAL formulas - Abstract
This paper investigates the intergovernmental transfer systems in South Africa, more specifically, the underlying determinants and formula of the unconditional grants of the education component of the Provincial Equitable Share (PES). The PES formula is a weighted shares formula that depends on the demographic shares of the provinces (population) to determine the equitable share outcomes to be transferred to individual provinces. We find that the variables used have two main weaknesses: Firstly, the enrolment variable, which could be contaminated with school repeats and dropouts, is too broad to be an effective measure for representing the real beneficiaries of the transfers. Secondly, infrequent updates about the school-age cohort population variables render the desired PES grant transfers for education outdated as well as serially inconsistent. The paper also provides an analysis of the PES formula's mathematical construct, followed by a few suggested variables to improve the relevance and accuracy of the formula of the revenue transfer. One such improvement is demonstrated by the inclusion of the Enrolment Survival Measure (ESR). More research and data are required to extrapolate nuanced results and to understand the socio-economic impacts of adopting these new variables in the PES formula going forward. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
24. Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion.
- Author
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Rheinberger, Sarah, Staley, Bea, and Nutton, Georgie
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CHILDREN with disabilities ,CAREGIVER attitudes ,MAINSTREAMING in special education ,LEGAL literature ,INCLUSIVE education ,CAREGIVERS - Abstract
Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers' experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child's inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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25. ASSISTIVE TECHNOLOGY: ITS ROLE TO CREATE AN INCLUSIVE CLASSROOM IN INDIAN EDUCATION SYSTEM.
- Author
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Yadav, Sandhya
- Subjects
ASSISTIVE technology ,CLASSROOMS ,RACE discrimination ,MANUFACTURED products ,EDUCATION - Abstract
Every child is special, they are each unique and exceptional in their own way. Education helps to bring an awareness of these special unique attributes to the surface, and the classroom is the ideal location where these attributes can be nurture and develop. However, specially aided child is being seen like a burden for the parents and to the society still in 21st century. They were not be getting full fledge opportunity to access the basic facilities in their daily life. Around the world, approximately 93 million children, under the age of 15, are living with some kind of disability. These children too often face discrimination and exclusion from school and their societies. To help these children to being academically fit, an IT plays a very prominent role in their learning. Assistive technology is an umbrella term including any product or technology based service that enables people of all ages with activity limitation is their daily life education work or leisure. It is highly interdisciplinary field, encompassing research, development, manufacturing, supply provision and policy. This paper was written to explain the meaning and benefits of using assistive technology for children with learning disabilities. The paper further discussed about various types of assistive technology that designed to solve various learning disabilities. The paper also highlights some graphs regarding children disability and their education status in India with reference to census 201l. Lastly, it concluded that there was a potential scope for the growth of assistive technology in future and on the same path, it will improve the lives, eliminates learning difficulties for the children, and make their learning enjoyable and productive. [ABSTRACT FROM AUTHOR]
- Published
- 2020
26. Competencias docentes para la inclusión de alumnos con necesidades educativas especiales: una revisión sistemática.
- Author
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Nistal Anta, Verónica, López-Aguado, Mercedes, and Gutiérrez-Provecho, Lourdes
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TEACHER training ,RESEARCH questions ,OUTCOME-based education ,TEACHERS ,ACCREDITATION - Abstract
Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
27. Political Spectacle and the Decline of Public Education in Botswana.
- Author
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Suping, Kekgaoditse
- Subjects
- *
PUBLIC education , *INCLUSIVE education , *HIGHER education , *MASSIVE open online courses , *EDUCATIONAL change , *PUBLIC spending - Abstract
Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
28. El DUA en la cuerda floja: un análisis de las críticas al modelo.
- Author
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SÁNCHEZ-SERRANO, JOSÉ MANUEL
- Subjects
EDUCATION ,UNIVERSAL design ,EDUCATION policy ,INCLUSIVE education ,LESSON planning ,EDUCATIONAL law & legislation ,EDUCATION research ,SCARCITY ,NEUROSCIENCES - Abstract
Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
29. PAPER #24 - Preparing future teachers for implement the principles incluzive school - a necessity of the modern education.
- Author
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ALEXANDRACHE, CARMEN
- Subjects
INCLUSIVE education ,TEACHER training ,STUDENTS with disabilities - Abstract
Paper Rationale The present paper wants to prove that in order to successfully implement the inclusive education in the initial training of the teachers. This objective is very important because the students with disabilities receive insufficient assistance for their educational needs Paper theoretical foundation and related literature To respect the individuality of pupils and of students during the educational process is a concept largely used in the present day literature and it pinpoints its importance in education and it offers examples of strategies specific for the pre-university educationInclusive School, based on the equal right to education, is the best possibility for the good social integration of the student with disabilities. For students it is necessary for them to apply these principles in their didactic career. Author's contribution Therefore this paper shows scientific and methodological interest for the incluzive education which is approached from the perspective of the initial training of students. Our proposal provides a series of arguments and ways of achieving inclusive education principles in the undergraduate curriculum. In this sense, we have come up with some working strategies which can be applied during the courses and the seminars, and also with some specific topics which can be introduced in the curriculum of the classes focused on didactics and on the management of the class. We demonstrated that without these adaptations curricular the student teachers will be trained to handle these problems. Conclusions We hope that this paper will contribute to the development of the interest manifested by the university education in showing their students the importance of individualizing their pupils and of their social integration, in special of the pupils with disabilities. The future teachers will be aware of the means through which they can identify the particularities of their pupils and how they can be used in order to achieve an efficient and qualitative education. [ABSTRACT FROM AUTHOR]
- Published
- 2015
30. Is India ready to accept an EdTech-intensive system in post pandemic times? A strategic analysis of India's "readiness" in terms of basic infrastructural support.
- Author
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Nag, Rohit Kumar
- Subjects
INCLUSIVE education ,GOVERNMENT policy ,PREPAREDNESS ,PANDEMICS ,SELF-contained classrooms ,COMPUTER literacy - Abstract
The pandemic situation has forced most of the countries to plummet toward a virtual, distant learning format in recent years since 2020. While there are certain undeniable benefits of a virtual, technology-infused setup, it essentially calls for a complete paradigm shift for a country like India which has otherwise been a practitioner of traditional classroom teaching. Despite that, the recent boom in the EdTech market in India coupled with recent government policies indicate that India is going for that paradigm shift. The key thing to note here is that an EdTech-intensive setup is not as primitive as the traditional one. Its feasibility demands more rigorous infrastructural support. This paper looks into the very basic infrastructural requirements of the system in light of a very straightforward strategic analysis model—Objective and Key Results. Under this setup, India's readiness is measured in terms of the availability of electricity, internet, and digital equipment with the intention of making an accessible, affordable and inclusive EdTech-driven education system. Moving one step further, this paper also tallies the recent policies with the specific shortcomings of the existing system to determine whether or not India is moving on the right path to progress. In a nutshell, it is found that there is ample room for improvement in the current arrangement for implementing a large-scale EdTech-enabled system, but the progress is most certainly happening in the right direction. Recent policies make quite an argument in favor of doing away with the digital divide and building an effective and inclusive EdTech-powered education system for the future generations of citizens. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
31. Rising to the Challenge of Creating Equitable, Inclusive, and Compassionate School Communities in the Recovery Phase of the Pandemic: The Role of Aspiring Headteachers.
- Author
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Mowat, Joan G. and Beck, Anna
- Subjects
YOUNG adults ,SCHOOL principals ,COMMUNITY schools ,PANDEMICS ,INCLUSIVE education - Abstract
Concerns have been raised globally about the impact of the pandemic on the mental health and wellbeing of children and young people (CYP). How prospective headteachers rose to the challenge posed by the pandemic in supporting the wellbeing of their school communities and reaching out to the most vulnerable CYP and families during the recovery phase is the focus of this paper. It is a longitudinal, principally qualitative study conducted in two phases with 60 former students of the Into Headship programme in Scotland. Phase 2 of the study drew on the accounts of eight students drawn from the primary, secondary, and special education sectors using individual interviews and focus group discussions. This paper draws on the accounts of three secondary sector participants in interview. Data were analysed via thematic analysis using a modified framework of King and Horrocks. The respondents had encountered a wide range of challenges and had been highly proactive in their approach through adopting both targeted and universal approaches to meeting need and addressing inequalities. The findings of this paper should inform the development of headship preparation programmes globally and the responses of schools in the recovery phase, furthering our understanding as to what constitutes inclusion in education. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. ADCS publishes its future vision for education.
- Subjects
EDUCATION ,INCLUSIVE education ,FURTHER education (Great Britain) ,EDUCATIONAL finance ,EDUCATION & economics - Abstract
The article focuses on the Association of Directors of Children's Services (ADCS) unveiling a policy paper outlining its vision for the future of the education system, discouraging inclusivity, and lacking adequate funding for early years and further education sectors. It mentions ADCS emphasizes the need for a coherent, well-funded long-term strategy that prioritizes inclusivity, equal access, and support for local authorities to fulfill their statutory responsibilities.
- Published
- 2023
33. Challenging ableism and the 'disability as problem' discourse: how initial teacher education can support the inclusion of students with a disability in physical education.
- Author
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Alfrey, Laura and Jeanes, Ruth
- Subjects
ABLEISM ,EDUCATION of students with disabilities ,PHYSICAL education ,INCLUSIVE education ,STUDENT teachers ,STUDENTS with disabilities ,EDUCATION - Abstract
Whilst Initial Teacher Education (ITE) is only one leverage point for teacher professional learning and development, it is of vital importance that ITE supports pre-service teachers (PSTs) in developing knowledge and skills necessary to promote inclusion of students with a disability in their class-spaces. Whilst 'inclusion' is a key feature of legislation, education policy and standards internationally, students with disabilities continue to report exclusion from Physical Education (PE) by both teachers and peers. There are thus increasing calls for PE to be more inclusive, and for teachers to enact curricula and pedagogies that dismantle ableism and offer diverse ways for students to learn in, through and about movement. This paper outlines how ITE can have a positive impact on the pedagogical knowledge, competence and 'readiness' of PSTs to teach inclusively. We offer a unique contribution to existing scholarship in that we outline how a specific combination of elements can be enacted within one unit/module within a Bachelor of Education (specialising in Health and Physical Education) to promote inclusion of students with a disability in PE. More specifically, the findings suggest that the elements of the unit that best supported PSTs in becoming more inclusive teachers were: (i) pedagogization of theory; (ii) sense of safety; (iii) partnerships for authentic learning; and (iv) student voice and co-design. Combined, these elements served to support PSTs in moving away from fixed, normative and ableist assumptions about their learners. It also provided opportunities for PSTs to explore and enact alternatives to the 'disability as problem' discourse, and thus more effectively teach students with a disability. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. Inclusive education in Israel: a study of policy impact on access to education.
- Author
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Madar, Neta Kela and Danoch, Avshalom
- Subjects
INCLUSIVE education ,RIGHT to education ,COLLEGE freshmen ,HIGHER education ,EDUCATIONAL technology ,EDUCATION of children with disabilities - Abstract
To increase the prosperity of nation states and the availability of skilled labour for the global economy, many countries have encouraged students with low socio-economic status (SES) and minorities to enrol in colleges and universities. In Israel, a significant effort was made starting in 1995 to create more colleges and to provide more access to higher education for students within the mentioned groups. Yet the question arises concerning what was achieved by this effort. This paper analyses the relationship between (i) wealth and higher education in population clusters, (ii) higher education and geographical areas, and (iii) higher education and ethnic subsets in Israel. The evidence indicates a strong correlation between the SES of a locality and the number of students per residents in that locality. This correlation, however, is affected by the existence of an affordable local college. After the correlations are presented and explained, recommendations for enabling low-SES students to be successful in higher education are explored, including developing a new curriculum for middle and secondary students, creating transitional 'discourse communities' for first-year college students from low-SES, and investing in local colleges in Israel. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
35. Not Just a Toy: Puppets for Autistic Teenagers.
- Author
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Karaolis, Olivia
- Subjects
AUTISM in adolescence ,PUPPETS ,SELF-confidence ,EDUCATION ,INCLUSIVE education - Abstract
The benefits of puppetry for children in therapeutic and educational contexts are well established, with puppets shown to have improved children's learning, their relationships with adults and other children, and their self-confidence and communication. Adding to this research is an emerging body of evidence that shows the many benefits of puppets for autistic children both as a form of early intervention and as a teaching strategy in the early years of schooling. This paper examines the qualitative literature that describes the value of puppets for autistic teenagers and young people to see how the object of puppets may maintain relevance for older students in secondary school and as they transition out of school and how puppets can enhance the already established advantages seen in younger children. An online search was conducted of peer-reviewed journals through the university library, followed by an additional search using the same keywords on Google Scholar. The review highlighted the possibilities of puppetry for many educational purposes and the wellbeing of autistic adolescents and young people. Also found were a significant gap in the research and the need for further studies that apply puppetry to this diverse population. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
36. Development of Problem-Solving Skills of a Student with Cochlear Implant in Social Studies: An Action Research.
- Author
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AKAY, Elif
- Subjects
COCHLEAR implants ,ACTION research ,SUPPLEMENTARY education ,INDIVIDUALIZED education programs ,SOCIAL sciences education ,PROBLEM solving ,SPEECH perception - Abstract
Children with hearing loss may have difficulty controlling/manipulating variables when solving multi-item problems when their language skills are not fully developed. Therefore, this situation limits students with hearing loss from using the strategies needed to solve problems. The aim of this research is to study the developmental process of the problemsolving skills of a student with a cochlear implant in Social Studies courses in an inclusive environment. This paper presents action research. The participants of the study consisted of a 6th grade student with cochlear implant in an inclusive environment, the researcher, the social studies teacher, and the members of the validity committee. The research was conducted between September 27, 2022, and January 5, 2023. Research data were collected using individualized education program, instructional plans and audio-visual materials, observations, interviews, documents, problem solving skill assessment rubric and research journal. Based on the outcomes of a fourteen-week teaching practice, it can be claimed that the student has gained an awareness of the operations in the problem-solving process; however, he still has difficulty transferring his existing knowledge of Social Studies subjects and applying it to new tasks, and there is a persisting need for supplementary education in performing these operations independently. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
37. Research about inclusive education in 2020 – How can we improve our theories in order to change practice?
- Author
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Nilholm, Claes
- Subjects
INCLUSIVE education ,EDUCATIONAL planning ,TEACHING methods ,EDUCATIONAL quality ,EDUCATION - Abstract
Since the Salamanca Statement was published in 1994 a massive amount of research has addressed the issue of inclusive education. Yet, there is a sense of lack of progress which seems to necessitate a critical look at the field while not neglecting advancements made. Such advancements concern the development of theory, a concept which is given a broad interpretation in the paper. Both theories with limited scope and more encompassing theories have been developed. However, from the point of view of Lewin´s well-known formulation 'there is nothing as practical as a good theory' there seems to be a lack of theories that have empirically been shown to be successful tools in the development of more inclusive school systems, schools and classrooms. The case study seems to be a methodological approach well suited for the development of such theories. Two examples from Sweden, one from the school level and one from the classroom level, are used to illustrate the potential of case-studies to develop theory in this area of research. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
38. A Strengths-Based Approach to Inclusive Education for Children of Color with Disabilities.
- Author
-
Lee, Sunmin and Alonzo, Monica
- Subjects
INCLUSIVE education ,EDUCATION of children with disabilities ,ABLEISM ,RACISM ,EDUCATION - Abstract
The article focuses on implementing a strengths-based approach to inclusive education for children of color with disabilities. Topics include the challenges and benefits of inclusive settings, the impact of ableism and racism on educational practices, and the importance of recognizing and fostering the unique strengths of these children to enhance their learning experiences.
- Published
- 2024
39. The challenges of realising inclusive education in South Africa
- Author
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Juan Bornman and Dana K. Donohue
- Subjects
Economic growth ,inclusive education ,media_common.quotation_subject ,Special education ,lcsh:Education (General) ,Education ,law.invention ,White paper ,law ,Political science ,Education policy ,Enforcement ,Constraint (mathematics) ,media_common ,education policy ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,business.industry ,disability, education policy, inclusive education, special schools ,Ambiguity ,Public relations ,special schools ,disability ,CLARITY ,lcsh:L7-991 ,business ,Inclusion (education) - Abstract
In South Africa, up to 70% of children of school-going age with disabilities are out of school. Of those who do attend, most are still in separate, “special” schools for learners with disabilities. This situation prevails despite the push for the educational inclusion of learners with disabilities over twelve years ago by the South African policy document, the Education White Paper 6. In this article, we take a primarily top-down theoretical approach to policy implementation and focus on two main factors that hinder the implementation of inclusive education. Firstly, we focus on what we regard as the most significant constraint, namely, the apparent lackof clarity in the policy, i.e. ambiguity about the goals for inclusion and the means through which they can be achieved and, secondly, various issues around the poor implementation of the policy. We argue further that the primary means by which the divide between inclusive policy and practice will ultimately be closed is through the implementation and enforcement of education policy by the South African Department of Education.Keywords: disability, education policy, inclusive education, special schools
- Published
- 2014
40. THE LAW AS A TOOL TO GUARANTEE THE INCLUSIVE EDUCATION OF THE NIGERIAN CHILD.
- Author
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Azubike, Onuora-Oguno and Blessing, Onuora-Oguno
- Subjects
INCLUSIVE education ,SPECIAL education ,ACADEMIC accommodations ,EDUCATIONAL programs ,ACADEMIC achievement - Abstract
Educating a child with special needs or disability in Nigeria continues to raise concerns of a lack of quality. While education is provided for in the 1999 Constitution of Nigeria, it is seen as more of an obligation than a right by the majority of Nigerians. From the Nigerian child with a hearing impairment to the one with vision or mobility challenges, the question of their rights in education remain violated and neglected. The absence of equal treatment affects the dignity of the Nigerian child. It is on the above premise that the authors adopt a multidisciplinary approach to analysing the education of children with special needs in Nigeria. The study draws from international and national legal frameworks and argues that more needs to be done to ensure quality in education. In addition, the study advances the legal basis for holding governments accountable for failing to meet its obligations in the education of the Nigerian child. The paper is structured in different sections which deal with the legal framework, conceptual clarifications, and the advancement of the basis for demanding equal and quality education for the Nigerian child. Finally, the paper makes some conclusions and recommendations. [ABSTRACT FROM AUTHOR]
- Published
- 2018
41. Opportunities and challenges for speech-language pathologists to move towards inclusive education in Colombia.
- Author
-
Guerrero, Yeison and Jovan Rojas-Romero, Cristian
- Subjects
SPEECH therapists ,INCLUSIVE education ,SPEECH-language pathology ,SPEECH therapy education ,MEDICAL personnel ,SOCIAL integration ,BILINGUAL education - Abstract
Copyright of Revista Facultad de Medicina de la Universidad Nacional de Colombia is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
42. The Use of Artificial Intelligence to Create Inclusivity in Special Education Classrooms.
- Author
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Confer, Christine A.
- Subjects
SPECIAL education ,ARTIFICIAL intelligence ,SPECIAL needs students ,STUDENT rights ,INCLUSIVE education ,LEARNING disabilities - Abstract
Special Education is defined as specially planned instruction that meets the needs of students with special needs and disabilities. Special needs is a term that relates to specific learning disabilities, and disability is a term that relates to physical and mental inabilities. In Education, and for the purposes of this paper, the terms are used interchangeably. Prior to the late 1960s and early 1970s, students with special needs did not have the right to special Education in the United States. Through parental advocacy groups, creation of laws began to emerge to protect students' rights to fare and appropriate Education. However, despite the legislation, the association of stigmas with inclusive Education continues to cause debate among those who support the idea that students with special needs have a right to quality education delivered by special education instructors in separate classrooms and those who support the idea that all students should have the opportunity to learn together in inclusive classrooms. The attitudes toward inclusive Education, comprehensive teaching practices, and resources are essential factors for implementing inclusion in classrooms. The rise of Artificial Intelligence (AI) is minimizing stigmas by promoting equality and individualized learning. AI focuses on areas of development to support students with special needs and therefore enables them to compete with their peers in regular classrooms. Research suggests AI can identify learning difficulties that may lead to students obtaining a diagnosis and receiving tailored support in a timelier manner. AI supports students with special needs in various categories, such as reading, writing, spelling, and math skills. As parents, students, and educators gain interest in the potential of AI in Education, there are still ethical concerns regarding the use of AI. Studies show that 89% of parents and 85% of students support having clear school guidelines on AI technologies. Despite the concerns, AI continues to increase classroom inclusivity and enables all students to attain academic achievement. [ABSTRACT FROM AUTHOR]
- Published
- 2023
43. SOUTH AFRICAN PARENTS' UNDERSTANDING OF INCLUSION AND EXCLUSION IN EDUCATION IN PRIMARY SCHOOLS.
- Author
-
Kern, A. C.
- Subjects
PRIMARY education ,INCLUSIVE education ,PRIMARY schools ,GOVERNMENT report writing ,PARENTS - Abstract
Inclusive education has featured strongly in the South African education landscape since it was first incorporated into policy in 2001. Although parents are key stakeholders in the successful implementation of inclusive education, there has not been much research exploring parents' understanding within this space. Therefore, this study aimed to explore parents' understanding of inclusion and exclusion in education from seven primary schools in the Johannesburg area. This paper is based on the qualitative data drawn from a larger mixed methods study where 559 written responses exploring parents of primary school learners' understanding were analysed and 13 semi-structured interviews were conducted. Thematic analysis was used to analyse the results. Four core themes were identified, namely, inclusion/exclusion criteria, levels of inclusion and exclusion, effects of exclusion and the effects of inclusion. Sub-themes of interpersonal and extra-personal characteristics emerged for the theme of inclusion/exclusion criteria, while further analysis of levels of inclusion/exclusion resulted in the sub-themes of formal and epistemological access. It was clear that parents' understanding of inclusion and exclusion was grounded more in the practices of inclusion/exclusion as opposed to a more abstract, theoretical understanding. These results are discussed within the context of the SASA and Education White Paper 6 policy within South Africa, as well as literature around the types of educational access. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
44. Teachers' experiences of transformative professional learning to narrow the values practice gap related to inclusive practice.
- Author
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Brennan, Aoife and King, Fiona
- Subjects
CAREER development ,PROFESSIONAL learning communities ,INCLUSIVE education ,EDUCATION ,TEACHING - Abstract
The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers' individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
45. دور برنامج اتفاقية الحدود الجديدة في تطور التعليم في الولايات المتحدة الأمريكية (1961 – 1963).
- Author
-
غفار جبار جاسم ال and ندى صالح محمد سبع
- Abstract
Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
46. Uma abordagem moebiana dos processos de exclusão e inclusão: diálogos entre psicanálise e educação.
- Author
-
Martins Lima Silveira, Hermínia Maria, Lopes Machado, Nathália, Bicca Charczuk, Simone, and Farid Rahme, Mônica Maria
- Subjects
ELEMENTARY school teachers ,GOVERNMENT policy ,PSYCHOANALYSIS ,PRACTICAL politics ,INCLUSIVE education - Abstract
Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
47. Emotional and Embodied Aspects in the Education of Learners with Visual Impairment: The Use of Standpoint 'Panel Chats' in Teacher Training.
- Author
-
Watermeyer, Brian, Lourens, Heidi, Botha, Michelle, Khumalo, Benedict, Kelly, Jane, and Shanda, Nozwelo
- Subjects
SPECIAL education ,TEACHING methods ,FOCUS groups ,DISCUSSION ,CURRICULUM ,MAINSTREAMING in special education ,SELF-efficacy ,STEREOTYPES ,EXPERIENTIAL learning ,PEOPLE with disabilities ,VISION disorders ,PSYCHOLOGICAL adaptation ,STUDENT attitudes ,EDUCATION - Abstract
Training teachers of learners with visual impairment (VI) emphasise instrumental skills such as curriculum adaptation and assistive technology, at times ignoring anxieties and attitudes within teachers surrounding disability. South Africa's education system faces a huge backlog in VI teacher training, which is being addressed by intensive short courses developed through the Teacher Empowerment for Disability Inclusion (TEDI) project. With only 5 days of contact, hard choices must be made regarding what teachers most need to prepare for the VI learner. The Authors felt that personal and attitudinal shifts (in teachers entirely new to VI) were pivotal. Besides 'harder' skills, trainees took part (as audience) in a daily panel discussion by four academically successful VI graduates, with experiences of both inclusive and special education. The panel strategy had five aims: i) counter stereotypes by showcasing high-achieving VI persons; ii) provide humanising, first-hand experience of VI; iii) raise and digest difficult emotions to do with VI; iv) model a sense of mutual acceptance between learners and teachers and v) add humour and lightness to difficult issues. This paper presents qualitative data on the outcomes of these aims, based on written submissions by panellists, and questionnaire and focus group material from trainees. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
48. EQUALITY IN EDUCATION: PHILOSOPHICAL AND LEGAL PERSPECTIVE.
- Author
-
MIROCHA, ŁUKASZ
- Subjects
EDUCATIONAL equalization ,LEGAL education ,RIGHT to education ,FIELDWORK (Educational method) ,INCLUSIVE education - Abstract
The article discusses the problem of equality in education, particularly in the field of access to education. It presents contemporary philosophical trends in regard to this subject matter, explaining the difference between formal equality and substantive one. The conception of educational adequacy is also presented. What is more, the author shows how previously elitist views are still - in a legitimate way - part of principles governing the problem. When it comes to legal considerations, the paper delivers comprehensive outlook on provisions guaranteed in the United Nations system of protection of human rights with respect to equality in education. Inefficiency of these provisions is portrayed as one of the causes of recent changes in the area of right to education, that afflicts also the problem of educational equality. [ABSTRACT FROM AUTHOR]
- Published
- 2019
49. Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools.
- Author
-
Messiou, Kyriaki
- Subjects
STUDENTS ,EDUCATION ,SCHOOLS ,TEACHERS ,PSYCHOLOGY - Abstract
This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers' expectations of these groups as well as their practices. Using examples from the author's research, it is argued that a focus on the views of students can facilitate an understanding of marginalisation as a broader concept that might be experienced by any student in school. In addition, the paper proposes an alternative approach, one that involves dialogue with students in order to challenge thinking that associates marginalisation with existing categories. Illustrative examples are used to demonstrate how such thinking can ensure the development of more inclusive thinking and practices that take account of all students. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
50. Sexual and gender diversity in schools: Belonging, in/exclusion and the African child.
- Author
-
Reygan, Finn
- Subjects
DIVERSITY in education ,SEXUAL diversity ,GENDER inequality ,INCLUSIVE education ,SOCIAL justice ,EDUCATION ,CHILDREN ,RACISM in education - Abstract
The school system in South Africa has only in recent years begun to more deeply grapple with issues of power and privilege along a number of axes of oppression including race, gender, class and recently, sexual and gender diversity. As a result, learners who embody sexual and gender diversity experiences spaces of belonging and exclusion in school settings. As a result, this paper asks: What needs to be done in the school system to reconstruct the "African child" to include sexual and gender diversity? Possibilities include inclusive policy implementation; inclusive learning and teaching resource materials; teacher preparedness to teach about and affirm sexual and gender diversity in the classroom and a clear rejection of homophobic and transphobic violence. The lessons learnt through the process of challenging racism in the school system - such as around essentialising, othering and systemic violence - have yet to be fully applied to sexual and gender diversity in schools. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
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