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Journal articles on the topic 'Inclusive education – Zimbabwe – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Rambe, Patient, and Takawira Munyaradzi Ndofirepi. "Gender Differences in the Perceptions of Entrepreneurship Hindrances: A Case of Vocational Education Students in Zimbabwe." Journal of Economics and Behavioral Studies 8, no. 6(J) (2017): 94–113. http://dx.doi.org/10.22610/jebs.v8i6(j).1486.

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Abstract: Despite the compelling evidence on the capacity of gender biases rooted in subjective beliefs and assumptions to shape recognition and evaluation of business opportunities, there is limited research on whether females and males in resilient, economically troubled economies such as Zimbabwe conceive entrepreneurial constraints differently or in similar ways. In view of literature that highlights some marked gender variations in perceived feasibility and desirability of participating in entrepreneurial ventures, the current study explored whether femalestudents at Zimbabwean vocational

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Musodza, Belinda R., Elphinah N. Cishe, and Neziwe Mapangwana. "The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences." Journal of Educational and Social Research 11, no. 3 (2021): 132. http://dx.doi.org/10.36941/jesr-2021-0057.

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The design of a performance evaluation system should ideally be inclusive and participatory to enhance stakeholders’ buy-in, acceptance and ownership of the system, whilst at the same time, ensure relevance and sustainability of the process. This paper examines the design process of the teacher evaluation system in one education district of Zimbabwe. The study intended to establish the extent of teacher involvement in the design of the evaluation system and to determine the relationship between the design process and effectiveness of the evaluation system. The study used the convergent mixed m

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Hlatywayo, Lincoln, and Zano Augustine Muranda. "An Evaluation of the Leonard Cheshire Zimbabwe Trust (LCZT) Pilot Inclusive Education Programme in Zimbabwe: the Perspective of Teachers and Heads. (PART A)." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 124–38. http://dx.doi.org/10.9790/0837-19113124138.

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Hlatywayo, Lincoln, and Priscilla Nleya. "An Evaluation of the Leonard Cheshire Zimbabwe Trust (LCZT) Pilot Inclusive Education Programme in Zimbabwe: The Views of Parents and Beneficiaries (PART B)." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 139–51. http://dx.doi.org/10.9790/0837-19113139151.

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Garwe, Evelyn Chiyevo, Juliet Thondhlana, and Amani Saidi. "Evaluation of a quality assurance framework for promoting quality research, innovation and development in higher education institutions in Zimbabwe." Journal of the British Academy 9s1 (2021): 127–57. http://dx.doi.org/10.5871/jba/009s1.127.

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In the spirit of quality assurance, this paper presents a self-evaluation and peer review of the external quality assurance framework for research implemented by the national quality assurance agency for Zimbabwe. Documentary analysis and semi-structured interviews were used to develop a self-evaluation report which was then subjected to international peer review as is the norm in quality assurance evaluations. The evidence from self-evaluation indicates that the quality assurance framework generated significant improvement in the quality and quantity of research with gaps identified in doctor

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Magumise, Johnson, and Maximus M. Sefotho. "Parent and teacher perceptions of inclusive education in Zimbabwe." International Journal of Inclusive Education 24, no. 5 (2018): 544–60. http://dx.doi.org/10.1080/13603116.2018.1468497.

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7

Mutepfa, Magen M., Elias Mpofu, and Tsitsi Chataika. "Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues." Childhood Education 83, no. 6 (2007): 342–46. http://dx.doi.org/10.1080/00094056.2007.10522947.

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Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.

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This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and co

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Chireshe, Regis. "Special Needs Education In-Service Teacher Trainees’ Views on Inclusive Education in Zimbabwe." Journal of Social Sciences 27, no. 3 (2011): 157–64. http://dx.doi.org/10.1080/09718923.2011.11892916.

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10

Smolow, J., J. Smolow, E. Huruba, and A. Badza. "Second chance education in Zimbabwe: An inclusive model to achieve education for all." Annals of Global Health 81, no. 1 (2015): 53. http://dx.doi.org/10.1016/j.aogh.2015.02.629.

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11

Kett, Maria, and Marcella Deluca. "Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe." Social Inclusion 4, no. 3 (2016): 61–71. http://dx.doi.org/10.17645/si.v4i3.502.

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Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education fo

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Chireshe, Regis. "The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions." Journal of Social Sciences 34, no. 3 (2013): 223–28. http://dx.doi.org/10.1080/09718923.2013.11893133.

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Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), liter

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Chuchu, Tinashe, and Vimbai Chuchu. "The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe." Journal of Social and Development Sciences 7, no. 2 (2016): 88–96. http://dx.doi.org/10.22610/jsds.v7i2.1310.

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The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, studyâ€™s intention was to therefore propose a theoretical framework that could be used to address low succe

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Nuphanudin, Nuphanudin, Aan Komariah, Dedy Achmad Kurniady, et al. "Supervision and Evaluation of Inclusive Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1440–51. http://dx.doi.org/10.35445/alishlah.v13i2.806.

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This research aims to monitor and evaluate inclusive education and consider strategies that the government can implement. Is it library research thinking was obtained from seven different international research article websites. Article search was prioritized for publications with a timeframe between 2013 and 2021. We got 13 qualitative reviews. The obstacles faced are the common knowledge of educators, inadequate infrastructure, minimal accessibility, and limited learning resources. The strategy carried out is the need for commitment from the authorities to supervise and evaluate inclusive ed

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Barugahara, Florence. "Financial Inclusion in Zimbabwe: Determinants, Challenges, and Opportunities." International Journal of Financial Research 12, no. 3 (2021): 261. http://dx.doi.org/10.5430/ijfr.v12n3p261.

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Financial inclusion is a highly topical issue for policymakers since inclusive finance is viewed as a channel of social and economic development. Therefore, this paper seeks to ascertain and examine the determinants, challenges, and opportunities for financial inclusion in Zimbabwe. The research is done by examining existing literature and estimating Logit and Probit models. This paper finds that, the major determinants of financial inclusion in Zimbabwe are; gender, age, education, income levels, employment status, the cost of financial services, account opening requirements, and level of tru

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Majoko, Tawanda. "Effectiveness of special and inclusive teaching in early childhood education in Zimbabwe." Early Child Development and Care 188, no. 6 (2016): 785–99. http://dx.doi.org/10.1080/03004430.2016.1237514.

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18

Nkoma, Elliott, and Johnnie Hay. "Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe." Psychology in the Schools 55, no. 7 (2018): 850–66. http://dx.doi.org/10.1002/pits.22147.

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Thembinkosi, Tshabalala. "Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools." Greener Journal of Educational Research 3, no. 9 (2013): 424–31. http://dx.doi.org/10.15580/gjer.2013.9.070313701.

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Tawodzera, Mazvita Cecilia, and Mahlapahlapana Themane. "Schooling experiences of children left behind in Zimbabwe by emigrating parents: Implications for inclusive education." South African Journal of Education 39, Supplement 1 (2019): S1—S13. http://dx.doi.org/10.15700/saje.v39ns1a1797.

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İlik, Ş. Şenay, and Esme Hacieminoglu. "Evaluation of Elementary Science Teachers’ Perceptions Regarding Inclusive Education Applications." Journal of Education and Training Studies 7, no. 10 (2019): 19. http://dx.doi.org/10.11114/jets.v7i10.4396.

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The purpose of this study is to investigate the problems and suggestions of the elementary science teachers having students with special needs in the inclusive education applications. The present study is a descriptive study which determines the opinions of elementary science teachers regarding inclusive education. Thirty seven in-service science teachers who have been working in schools where inclusive education is applied in different cities of Turkey participated in the study. Data were collected throughstructured interview form. Thirty-seven interview forms were completed with thirty-seven

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Choi, Hye-Ii, and Seung Hee Park. "Teachers’ Evaluation of Inclusive Education Practices in Elementary Schools at Seoul: Using the Quality Indicators of Elementary Inclusive Education." Korean Journal of Special Education 53, no. 2 (2018): 23–52. http://dx.doi.org/10.15861/kjse.2018.53.2.23.

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Yuwono, Imam. "CIPPO Evaluation at School Providing Inclusive Education at Elementary School." Journal of ICSAR 1, no. 2 (2017): 126–30. http://dx.doi.org/10.17977/um005v1i22017p126.

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Putri, Suci Ananda, M. Jaya Adi Putra, and Neni Hermita. "INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (2019): 148. http://dx.doi.org/10.31258/jta.v2i2.148-161.

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The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Foll

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Şahan, Gülsün. "An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education." International Journal of Education and Literacy Studies 9, no. 1 (2021): 150. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.150.

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Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who

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26

Mertens, Donna M. "Inclusive Evaluation: Implications of Transformative Theory for Evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1177/109821409902000102.

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27

Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.

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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, c

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Bulut, Ayhan. "Metaphoric Perceptions of Preschool Teachers towards Inclusive Education." Acta Educationis Generalis 11, no. 2 (2021): 112–28. http://dx.doi.org/10.2478/atd-2021-0016.

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Abstract Introduction: The purpose of this study is to determine the metaphorical perceptions of preschool teachers in regard with the concept of inclusive education. Methods: In this study, phenomenology design, which is one of the qualitative research methods, was used. The study group of this research consists of preschool teachers, who have students either received or currently receiving inclusive education in their classrooms. In the research, the content analysis was conducted in order to analyze the data obtained from preschool teachers. Results: Of the 113 preschool teachers participat

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Nīmante, Dita, and Linda Daniela. "INFLUENCE OF THE PROJECT “QUALITATIVE INCLUSIVE EDUCATION FOR SPECIAL NEEDS CHILDREN” ON THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE PROJECT SCHOOLS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 132. http://dx.doi.org/10.17770/sie2012vol2.91.

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The study „Evaluation of the project influence on the development of inclusive education in project schools” was implemented from 2009 till 2011 in the project “Qualitative inclusive education for special needs children” (Education initiative centre, State Education content centre, Soros Foundation Latvia, more information in: http://www.iic.lv) with the aim to find out whether the project results brought changes in defined inclusive education indicators. The article analyzes how the cooperation of school’s pedagogues in promoting inclusive education in general comprehensive school has improve

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Ярая, Татьяна, Tatyana Yaraya, Леся Рокотянская, and Lesya Rokotyanskaya. "Monitoring the State of Inclusive Higher Education." Standards and Monitoring in Education 6, no. 3 (2018): 3–11. http://dx.doi.org/10.12737/article_5b290bb74417d5.74335662.

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The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal do

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Singh, Poonam. "Public Expenditure for Inclusive Education in India: A Critical Economic Evaluation." Research Journal of Humanities and Social Sciences 6, no. 2 (2015): 116. http://dx.doi.org/10.5958/2321-5828.2015.00016.9.

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Huh, Jung-Hoon, and Yoonso Choi. "Theoretical Investigation on Developing the Evaluation Frame for Inclusive Physical Education." Journal of Sport and Leisure Studies 72 (May 31, 2018): 37–48. http://dx.doi.org/10.51979/kssls.2018.05.72.37.

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Garcia, Marta Medina, Luis Dona Toledo, and Maria Lina Higueras Rodriguez. "Evaluation of inclusive measures against educational dropout." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (2020): 34–44. http://dx.doi.org/10.18844/prosoc.v7i3.5230.

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In recent years, the degree of inclusion in universities has increased, although this has been to a lesser extent in the case of on-site universities. For this reason, experiences are needed that encourage young people with disabilities to consider attending these centres in order to achieve greater normalisation of disability. The present study analyses the experience developed at the University of Granada with regard to inclusion: ‘Inclusive Campus 2019’. The methodology is based on univariate analysis and non-parametric tests. The degree of inclusion and awareness of university education ac

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Dzerviniks, Janis. "TEACHER TRAINING IN THE CONTEXT OF INCLUSIVE EDUCATION: METHODOLOGICAL DIMENSION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 79. http://dx.doi.org/10.17770/sie2016vol1.1501.

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In accordance with the current pedagogical principles, the view is emphasized that education should be individual-oriented, socially responsible, and inclusive. Inclusive education is focused on providing education for all children, regardless of their needs. The article deals with the emphases of inclusive education in the teacher training; evaluation of the study program "Teacher" is carried out on the basis of the criteria developed. The explored prior experience is a basis to improve methodology, content, and organization of the pedagogical study programs. It is essential that the prospect

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Marsili, Francesco, Annalisa Morganti, and Alessia Signorelli. "The Italian Leadership on Inclusive Education: Myth or Reality?" Science Insights Education Frontiers 9, no. 2 (2021): 1241–63. http://dx.doi.org/10.15354/sief.21.or48.

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Abstract: Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learni

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Prof. (Dr.) Alka Mudgal, Ms Neetu Guleria,. "INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (2021): 42–48. http://dx.doi.org/10.17762/itii.v9i1.89.

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Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction o

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Sopandi, Evi. "EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 5, no. 2 (2019): 26–36. http://dx.doi.org/10.21009/jisae.052.03.

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This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there ar

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Sopandi, Evi, and Khasanah Khasanah. "EVALUATION OF IMPLEMENTATION OF INCLUSION EDUCATION PROGRAMS IN MADRASAH IBTIDAIYAH BADRUSSALAM SURABAYA." Akademika 9, no. 01 (2020): 33–45. http://dx.doi.org/10.34005/akademika.v9i01.778.

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This study aims to evaluate the inclusive education program at Madrasah Ibtidaiyah (MI) Badrussalam Surabaya. The education program aims to improve human resource competencies in increasing abilities. The evaluation model used in this study is the CIPP model (context, input, process, and product) of the qualitative research approach model introduced by Stufflebeam. The results showed that the education program at MI Badrussalam Surabaya had run well in accordance with the education program that had been prepared. However, in the implementation of inclusive education in MI Badrussalam, there ar

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39

Bor, Robert, and Jonathan Elford. "Evaluation of an intensive HIV/AIDS counselling course in Zimbabwe." Health Education Research 7, no. 3 (1992): 431–36. http://dx.doi.org/10.1093/her/7.3.431.

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Enns, Carolyn Zerbe. "Toward Teaching Inclusive Personality Theories." Teaching of Psychology 16, no. 3 (1989): 111–17. http://dx.doi.org/10.1207/s15328023top1603_2.

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This article reviews some of the limitations and biases in mainstream personality theories and recommends teaching content that is not traditionally covered in a theories course. Through discussion of the limitations of theory and the use of expanded evaluation guidelines, students' critical thinking skills are enhanced. Inclusiveness is increased when teachers expose students to: (a) historical theories that demonstrate early respect for diversity and the role of sociocultural events in personality formation, (b) recent reformulations of traditional theory, (c) feminist approaches that focus

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Ndudzo, Daniel. "An Evaluation of Student Engagement in the Odl Higher Education Context in Zimbabwe." IOSR Journal of Business and Management 15, no. 2 (2013): 57–64. http://dx.doi.org/10.9790/487x-1525764.

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Chifunyise, Tisa, Heather Benoy, and Betty Mukiibi. "An impact evaluation of student teacher training in HIV/AIDS education in Zimbabwe." Evaluation and Program Planning 25, no. 4 (2002): 377–85. http://dx.doi.org/10.1016/s0149-7189(02)00049-6.

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Alekhina, S. V., Y. V. Melnik, E. V. Samsonova, and A. Yu Shemanov. "The Expert Assessing of Inclusive Process Parameters in Education." Клиническая и специальная психология 9, no. 2 (2020): 62–78. http://dx.doi.org/10.17759/cpse.2020090203.

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The article presents the data of expert assessment of the parameters of the inclusive process in an educational organization. The set of parameters was based on the activity model for the development of an inclusive process. The indicators included in this model were selected based on the content analysis of the previously published pilot study. The method of expert evaluation of compliance with basic principles of inclusive education of various parameters which characterize the educational process in the school used. 44 experts with practical and research experience in inclusive education par

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PEARSON, Sue. "Professional Development in England Related to Inclusive Education : Preparation, Coordination, and Evaluation." Japanese Journal of Special Education 48, no. 6 (2011): 503–19. http://dx.doi.org/10.6033/tokkyou.48.503.

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de Boer, Anke, Marieke Timmerman, Sip Jan Pijl, and Alexander Minnaert. "The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education." European Journal of Psychology of Education 27, no. 4 (2012): 573–89. http://dx.doi.org/10.1007/s10212-011-0096-z.

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Nazarova, Nataliya Mikhaylovna, and Tamara Gennadievna Bogdanova. "EVALUATION AS A TOOL FOR QUALITY MANAGEMENT OF INCLUSIVE PROCESSES IN EDUCATION." Special education, no. 3 (2020): 24–39. http://dx.doi.org/10.26170/sp20-03-02.

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Suhendri, Suhendri, Rijal Sabri, and Muhammad Iqbal Hasibuan. "IMPLEMENTATION OF INCLUSIVE EDUCATION IN MADRASAH ALIYAH NEGERI 3 MEDAN." Dharmawangsa: International Journal of the Social Sciences, Education and Humanitis 1, no. 2 (2020): 1–18. http://dx.doi.org/10.46576/english.v1i2.600.

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The results of this study revealed thatinclusive education planning in MAN 3 Medan was carried out by involving teachers andother education personnel before the process of accepting new students. Theimplementation of inclusive education in MAN 3 Medan has been running wheremadrasa receive students with special needs and provide adequate education services.Evaluation of inclusive education in MAN 3 Medan includes evaluation of context,input, process and results. Based on the results of this study, it is deemed necessary tomake policies on inclusive education and assist madrasas in implementing

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48

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 (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

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Skuratovskaya, Marina. "Psychological and pedagogical aspects of personnel training in higher inclusive education." E3S Web of Conferences 175 (2020): 15030. http://dx.doi.org/10.1051/e3sconf/202017515030.

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The article deals with the issue of professional training of students with disabilities in higher inclusive education. Statistical data showing the existing difficulties of obtaining higher education for disabled people are presented. The results of research on the material and technical, organizational, psychological and pedagogical conditions of accessibility of higher education for persons with disabilities are considered. The article analyzes the current pedagogical, socio-psychological and other barriers to training in higher inclusive education. The role of socio-psychological factors in

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Rahmat, Al Fauzi, Eko Priyo Purnomo, Dyah Mutiarin, and Ajree Ducol Malawani. "Education Budget Politics: Is It Pro-Disabilities? Case of Yogyakarta Municipality, Indonesia." IJDS Indonesian Journal of Disability Studies 7, no. 2 (2020): 266–79. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.15.

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This article aims to examine the education budget policy allocated for inclusive education programs, wherein providing a budget is highlights. In this context, Yogyakarta City government is submit because of its embracement unto inclusive budget post for education. This paper used a qualitative approach with document-analysis method to analyze the inclusive education budgets from 2017 to 2019. The research findings are; first, the budget allocation for inclusive education is considering to be minimal when compared to other program budget posts. In 2017, budget allocation was only 1.02%, in 201

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