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Journal articles on the topic 'Inclusive policies for schools'
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Mordechay, Kfir, and Jennifer B. Ayscue. "Policies needed to build inclusive cities and schools." education policy analysis archives 26 (August 6, 2018): 98. http://dx.doi.org/10.14507/epaa.26.3659.
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Race and class segregation have long governed patterns of residential sorting in the American metropolis. However, as urban neighborhoods across the country experience an influx of white and middle-class residents, they could alleviate the stark economic and racial segregation that is ubiquitous to urban neighborhoods and school systems. This paper argues that gentrification is a growing phenomenon with great potential to influence neighborhoods as well as cities and the schools within them. Key steps are discussed that policymakers can take to foster neighborhood and school change that is both inclusive and equitable.
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Fadhilah Putri, Zahra. "THE PRINCIPAL’S LEADERSHIP STRATEGY IN IMPLEMENTING INCLUSIVE EDUCATION POLICIES IN SMP NEGERI 2 YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (January 28, 2021): 932–53. http://dx.doi.org/10.37250/newkiki.v4i3.74.
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AbstractEducation is an important thing in human life. The success of an educational institution is largely determined by the leadership role of the principal. The principal is required to be able to bring the school towards the achievement of predetermined goals. Currently, the city of Yogyakarta has established an inclusive school policy as contained in the Regulation of the Governor of the Special Region of Yogyakarta Number 21 of 2013 Article 3 concerning the Implementation of Inclusive Education as a form of equity and a form of education without discrimination. However, in reality this policy is not yet clearly known by school principals, so it requires appropriate leadership strategies in dealing with problems and managing good inclusive schools to improve school quality. One of them is SMPN 2 Yogyakarta, which transforms the regular school system into an inclusive school. Therefore, this study aims to identify and describe the issues of inclusive education faced by the principal of SMP Negeri 2 Yogyakarta as well as to describe the leadership strategy of the principal in overcoming issues of school principals in inclusive schools at SMPN 2 Yogyakarta. This research uses descriptive qualitative research with data collection methods using interview techniques, observation, and documentation. The achievements of SMPN 2 Yogyakarta after following the policy to turn schools into inclusive schools include: sports and journalism.
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Vilpolla, Tuomo, and Marianna Harutyunyan. "Finnish Policies And Practices For Supporting Different Learners." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 86–97. http://dx.doi.org/10.24234/se.2020.2.2.237.
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Nowadays the inclusive practices allow all pupils to attend the school they would attend if they did not have a disability, and no pupil can be deprived of placement, because of a disability unless they are a danger to themselves or other students. Pupils with special educational needs are included in the school population and served in the general education classes alongside students without disabilities. Unlike traditional education practices, inclusive education strives to provide intervention, remediation, and support within the general education classroom. Inclusive education is based on the principle according to which education should be delivered at different levels using multiple methods to meet the needs of all pupils. Anyway, some authors discuss the risk of inclusion, which only involves moving special education practices into the mainstream classes. From this perspective, inclusion comes to mean nothing more than integrating children with special educational needs into regular classrooms and the process of ordinary teaching leaves unchanged. Based on this it is very important to investigate and analyze "the inclusive education" provided in the schools from the teachers' points of view in order to find out the real picture about the inclusiveness from a very broad perspective.
From this perspective, the review of Finish policies and practices shows that inclusion itself and by its nature is the favored approach to education for pupils with special educational needs, whenever possible.
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.
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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Yazicioglu, Tansel. "Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools." Journal of Education and Learning 9, no. 1 (January 6, 2020): 87. http://dx.doi.org/10.5539/jel.v9n1p87.
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The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.
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ANGHEL, Gabriela Alina, and Mariana DOGARU. "School education in the context of inclusive education policies." ICOANA CREDINTEI 4, no. 8 (June 25, 2018): 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.
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Massouti, Ayman. "A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 17–30. http://dx.doi.org/10.7202/1075670ar.
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This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.
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Meyer, Elizabeth J., and Harper Keenan. "Can policies help schools affirm gender diversity? A policy archaeology of transgender-inclusive policies in California schools." Gender and Education 30, no. 6 (June 7, 2018): 736–53. http://dx.doi.org/10.1080/09540253.2018.1483490.
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Vicente, María Eugenia. "Education policies and organizational structures in Argentinian secondary schools." International Journal of Educational Management 30, no. 6 (August 8, 2016): 913–28. http://dx.doi.org/10.1108/ijem-04-2015-0040.
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Purpose – The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today. Design/methodology/approach – The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective. Findings – The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion. Research limitations/implications – Throughout Argentina’s education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. Practical implications – In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion. Originality/value – The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices.
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Burk, Jillian, Minjeong Park, and Elizabeth Saewyc. "A Media-Based School Intervention to Reduce Sexual Orientation Prejudice and Its Relationship to Discrimination, Bullying, and the Mental Health of Lesbian, Gay, and Bisexual Adolescents in Western Canada: A Population-Based Evaluation." International Journal of Environmental Research and Public Health 15, no. 11 (November 2, 2018): 2447. http://dx.doi.org/10.3390/ijerph15112447.
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School interventions to address sexual orientation discrimination can be important tools for fostering inclusive school climate, and improving student wellbeing. In this study, we empirically evaluated a film-based intervention, Out in Schools, designed to reduce sexual orientation prejudice and foster inclusive school attitudes. Our evaluation mapped data about Out in Schools presentations onto student data from the random cluster-stratified, province-wide 2013 British Columbia Adolescent Health Survey (BCAHS) as well as potential confounding variables of Gay-Straight Alliance clubs (GSAs) and inclusive school policies. Outcome measures included past year sexual orientation discrimination, bullying, suicidal ideation, and school connectedness among lesbian, gay, and bisexual (LGB) and heterosexual (HET) students in grades 8 through 12 (ages 13 to 18; unweighted N = 21,075, weighted/scaled N = 184,821). Analyses used complex samples logistic regression, adjusted for sample design, conducted separately by gender and orientation. We found Out in Schools presentations were associated with reduced odds of LGB students experiencing discrimination, and both LGB and HET girl students being bullied or considering suicide, and increased levels of school connectedness, even after controlling for GSAs and policies. Out in Schools appears to have an additive contribution to reducing orientation prejudice and improving LGB and heterosexual student wellbeing within schools.
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MWIRICHIA, SEVERINA MUKOKINYA. "HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 65–71. http://dx.doi.org/10.31686/ijier.vol6.iss4.1002.
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Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.
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Farr, Bridget, Mackenzie Gandomi, and David E. DeMatthews. "Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline." Journal of Cases in Educational Leadership 23, no. 3 (May 28, 2020): 48–62. http://dx.doi.org/10.1177/1555458920922888.
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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.
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Galis, Susan Allan, and C. Kenneth Tanner. "Inclusion in Elementary Schools." education policy analysis archives 3 (October 12, 1995): 15. http://dx.doi.org/10.14507/epaa.v3n15.1995.
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This study of reform policy focused on inclusive education in the 1990s in the state of Georgia, United States of America. Program modifications including, individualizing instructional methods, adapting the instructional environment, and lowering maximum class size emerged as significant issues. We found that policies related to these areas were compounded by the less experienced educators not readily accepting change strategies for serving students. Apparently younger educators are engrossed in surviving daily routine and have difficulty coping with the complex demands of change. Regular education teachers have difficulty with the idea of inclusion. Legal aspects dealing inclusion need clarification, especially for regular education teachers.
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Garrick Duhaney, Laurel M. "A Content Analysis of State Education Agencies' Policies/Position Statements on Inclusion." Remedial and Special Education 20, no. 6 (November 1999): 367–78. http://dx.doi.org/10.1177/074193259902000611.
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In keeping with the inclusive reform movement, several state education departments have adopted policies/position statements on inclusion. Despite the existence of these policies/ position statements, no studies have been found that have examined their content and characteristics. In light of the potential impact of state education agencies' policies/position statements on inclusive education practices in schools, this study was designed to examine their content and characteristics. Seventeen state education agencies were found to have adopted official policies/position statements on inclusion. Results of the investigation revealed that the state education agencies' policies/position statements on inclusion address a number of factors, including considerations concerning the meaning of the term inclusion, the philosophy of inclusion, laws and court decisions pertaining to inclusion, instructional issues, assessment issues, personnel issues, and placement issues. Implications and limitations of the study are discussed.
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Malki, Sharon, and Tomer Einat. "To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools." Education, Citizenship and Social Justice 13, no. 1 (May 24, 2017): 65–80. http://dx.doi.org/10.1177/1746197917705138.
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Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel. We find that most inclusive teachers assert that the inclusion policy has failed mainly, due to insufficient inclusion hours and limited abilities of mainstream teachers to assist pupils with intellectual disabilities, and that inclusive teachers unofficially employ various strategies in an attempt to improve the inclusion process. We conclude that more emphasis and resources should be invested in increasing the number of inclusive hours in mainstream elementary schools and improving mainstream and inclusive teachers’ education curriculum, and that an inclusive strategy that involves various education and special education techniques and is based on the professional collaboration between mainstream teachers, inclusive teachers, and experts in the field of inclusion, should be implemented.
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Bartlett, Nadine, and Trevi Freeze. "Assess, Sort, Classify: “Othering” of Indigenous Students in Manitoba’s Schools." Exceptionality Education International 29, no. 2 (July 21, 2020): 91–109. http://dx.doi.org/10.5206/eei.v29i2.9404.
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In the province of Manitoba, Canada, there is a gap between the rhetoric of inclusive education and its practical implementation. In the absence of inclusive educational policies and guidelines, deficit-based approaches such as categorical labels for students who are deemed to have a severe emotional and behavioural disorder, segregated classrooms, and self-contained programs are prevalent and change is needed. This paper provides a critical perspective on how the paradigm of special education contributes to the social construction of disability; how, for Indigenous students, it too often positions behavioural difference as disability; and further, why this practice is systemically discriminatory. In our examination, we seek to expose the exclusion (Slee & Allen, 2001) that exists in nominally inclusive schools as a way to promote social change and redirect education toward truly inclusive practices. To that end, we suggest the following strategies that may reduce educational inequity for Indigenous students: (a) developing clearly articulated inclusive educational policies along with indicators of inclusivity; (b) reporting the number of Indigenous students who are identified as emotionally and behaviourally disordered, and segregated in self-contained settings; (c) establishing needs-based models of support at all levels (e.g., province, division, and school); (d) creating new narratives of assessment and pedagogy; and (e) reconceptualizing teachers’ training. We hope that by critically examining the structures and processes of special education that, in fact, disable Indigenous students from educational success, inclusion might encompass more than a provincial philosophy and include transformative educational change.
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DeMatthews, David Edward, and Hanne Mawhinney. "Addressing the inclusion imperative: an urban school district’s responses." education policy analysis archives 21 (July 28, 2013): 61. http://dx.doi.org/10.14507/epaa.v21n61.2013.
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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district’s special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district’s policies. The findings inform next-generation policy initiatives and future lines of inquiry.
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Fahd, Kiran, and Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context." Economies 7, no. 2 (April 1, 2019): 27. http://dx.doi.org/10.3390/economies7020027.
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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.
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Mngo, Zachary Y., and Agnes Y. Mngo. "Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership." Education Research International 2018 (2018): 1–13. http://dx.doi.org/10.1155/2018/3524879.
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The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.
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Makoelle, Tsediso Michael. "Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion." SAGE Open 10, no. 1 (January 2020): 215824402090208. http://dx.doi.org/10.1177/2158244020902089.
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Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan.
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Dewi, Desy Eka Citra, Zubaidah Zubaidah, Elfahmi Lubis, and Een Syaputra. "Problematics of Implementation of Inclusion Education in the Elementary School of Bengkulu City." International Journal of Multicultural and Multireligious Understanding 7, no. 7 (August 7, 2020): 1. http://dx.doi.org/10.18415/ijmmu.v7i7.1701.
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This study was aimed at investigating the implementation, obstacles, and solution to inclusive education at the primary school level in Bengkulu City. This study used a qualitative approach with the analysis of the Miles and Huberman flow model. Data was collected through observation, in-depth interview and study document. The findings of the study were; firstly, most of schools have not implemented inclusive education during the teaching and learning activities yet. Secondly, four obstacles in implementing inclusive education were; the unavailability of Human Resources and the teacher’s understanding of inclusive education, the lack of curriculum and learning tools, supporting facilities and infrastructure, and school policies. Thirdly, Solutions to the obstacles were; the availability of Human Resources and the teacher’s understanding of inclusive education, the availability of facilities and infrastructure to support learning activities, the availability of curriculum and learning tools in schools with special needs, starting from the recruitment system, learning methods and models, to the evaluation system.
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Patchett, Erin, and Jason Foster. "Inclusive Recreation: The State of Campus Policies, Facilities, Trainings, and Programs for Transgender Participants." Recreational Sports Journal 39, no. 2 (October 2015): 83–91. http://dx.doi.org/10.1123/rsj.2015-0028.
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This study served to examine the environment for transgender participants in campus recreation. Research questions examined 1) policies, 2) facilities, 3) programs, 4) trainings in place at recreation centers to create an inclusive environment for transgender participants, and 5) how departments assess their transgender-inclusive practices. Findings indicate the majority (79%, n = 123) of institutions do not have policies related to transgender participants. Sixty-three percent of responding schools have gender-inclusive bathrooms while 44% have similar locker rooms. Over half (57%) collaborate with diversity offices for staff training with only 13% of those schools ( n = 18) providing transgender-specific trainings. Finally, despite only 21% of respondents having transgender policies in place, the majority of respondents (79%) moderately or strongly agreed their department's mission, vision, or values addressed diversity in some manner and disagreed that their departments had shown resistance to implementing transgender policies.
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Stagg, Jillian. "Policy or Pathologization?: Questions into the Rhetoric of Inclusion and Acceptance in Schools." Canadian Journal of Disability Studies 8, no. 5 (October 28, 2019): 18–41. http://dx.doi.org/10.15353/cjds.v8i5.565.
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In the wake of a study released by the Public Health Agency of Canada in 2012 that focused on student belonging, safety, and inclusion in schools, the Ontario government introduced the Accepting Schools Act (Bill 13), which was successively passed into law that year. As an amendment to the longstanding Education Act, Bill 13 was a turning point for discourse surrounding safe and accepting schools, due to a specific focus on bullying, discrimination, and inclusion in fostering positive school climates. Following the recurrent rhetoric of inclusion, however, Bill 13 – as both policy and practice – failed to locate and identify discrimination and exclusion as both systemic and structural problems. In doing so, Bill 13, and similar inclusive policies to follow, merely advocated for the inclusion of marginalized and “at-risk” students, while continuing to cite and valorize heteronormative, ableist, and colonial values as the benchmark of inclusion and belonging. Using the insights of critical pedagogy, queer studies, and critical disability studies, this paper aims to extend the dialogue of inclusion beyond the student “at-risk,” and instead, examine the ways that policy rhetoric upholds hostile and oppressive school climates. Thus, this paper argues for a critical reexamination of the ways in which colonial, ableist, and heterosexist standards of normality manifest in inclusive discourse and practice. In doing so, schools, policy-makers, students, and staff can move beyond damaging discourses that hinder the positive development of queer, two-spirit, trans, and questioning students, and in particular, students whose queerness intersects with their race, class, and/or disability.
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Azevedo, Jose Clovis de, Carolina Contreiras Rodrigues, and Sumaia Fuchs Curço. "The Citizen School: Inclusive policies and practices." education policy analysis archives 18 (January 29, 2010): 2. http://dx.doi.org/10.14507/epaa.v18n2.2010.
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The experience of Porto Alegre Citizen school is discussed in this study, being analyzed how this democratic participation based project has produced advances in the educational inclusion issue. The Citizen School project is discussed in the context of conquests and advances within the Brazilian legislation. Education is discussed as a right, which analyses the contradictions of the inclusion process limited by the excludent socioeconomical system. The assumptions and the pedagogical practises which produce the schooling failure are examined by presenting a critical view towards the merit conception-based evaluation. It is discussed the need of rethinking school centering the concerns with inclusion and educators training intended to gather the “different ones” and allow dialogues with the cultural contexts. The ongoing project at the Citizen School is being analyzed as an updated pedagogical practice reference. The data examined is referred to the Municipal net and indicates a rise in enrollments, in the different modalities of attending, in evasion reduction, in failing and shows a drastic decrease of illiteracy in the city. It also testifies a continuance of an integrating, cooperative, solidary, participative and democratic pedagogical practice commited to social inclusion.
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Marques (UFRGS), Grad Adriana, and Drª Carla K. Vasques (UFRGS). "DA ESCOLA ESPECIAL AO CENTRO DE ATENDIMENTO EDUCACIONAL ESPECIALIZADO: OLHARES EM MOVIMENTOS." Poiésis - Revista do Programa de Pós-Graduação em Educação 6, no. 10 (December 30, 2012): 411. http://dx.doi.org/10.19177/prppge.v6e102012411-422.
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The content of this text is the implementation of inclusive special education policies. It analyzes the process of transformation of a special school in a specialized educational service center. This is a qualitative study carried out from documentary analyses and semi-directed interviews done in 2012 in a city of the metropolitan region of Porto Alegre/RS. The "Policy Cycle Approach" orients its theoretical-methodological path. As a result, it may be observed that such process is a quick movement, without much planning, focused on specialized services and not on regular schools. Such fragmentation shows disputes, setbacks and advances against the demands for school inclusion as well as the complexity to provide an inclusive system. Movements which seek, in closing and opening doors, to constitute new settings on “difference” and “equality” in education.
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Teschers, Christoph. "Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development." Teachers' Work 17, no. 1and2 (December 14, 2020): 73–87. http://dx.doi.org/10.24135/teacherswork.v17i1and2.299.
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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes educational settings such as schools and centres, but also government policies that use inclusive language and promote inclusion. It seems, however, that many centres and policies still operate under a mainstreaming/integration discourse mind-set. In educational philosophy and theory, the notion of inclusion and inclusive education has been discussed widely and many aspects relevant to inclusive practices have been discussed in depth. What seems in need of further attention are broader models and frameworks that capture the range of aspects involved and the complexity of inclusive education in theory and practice. One such model that focuses on five aspects of inclusive education will be introduced in this article and discussed how this model could support policy, curriculum and classroom decision making.
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Schachner, Maja K., Linda Juang, Ursula Moffitt, and Fons J. R. van de Vijver. "Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background." European Psychologist 23, no. 1 (January 2018): 44–56. http://dx.doi.org/10.1027/1016-9040/a000312.
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Abstract. Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant- and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school- and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
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Karamatić-Brčić, Matilda, and Tea Viljac. "Stavovi nastavnika o inkluzivnom odgoju i obrazovanju." Magistra Iadertina 13, no. 1 (March 9, 2019): 92–104. http://dx.doi.org/10.15291/magistra.2815.
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The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.
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Gross, Judith M. S., Jeong Hoon Choi, and Grace L. Francis. "Perceptions of Family Engagement and Support in SWIFT Schools." Inclusion 6, no. 1 (March 1, 2018): 60–74. http://dx.doi.org/10.1352/2326-6988-6.1.60.
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Abstract Recent research and federal legislation highlight the importance of family engagement and support. However, meaningful and effective family engagement does not always come to fruition in public schools. Developing and maintaining relationships with families can be especially challenging in an inclusive school setting, given the difficulty of blending general and special education requirements, policies, and practices. The purpose of this research was to investigate (a) the relationship between families' perceived support in 32 schools implementing the Schoolwide Integrated Framework for Transformation (SWIFT) framework, a product of a federally funded technical assistance center; and (b) the degree to which the SWIFT framework was implemented with fidelity in these schools. Results of multilevel modeling indicated that, with the exception of the Inclusive Policy Structure and Practice domain, SWIFT implementation significantly and positively predicted families' perceptions of parent support. This finding suggests that effective implementation of the SWIFT framework can predict parents' participation in and shared information about child progress or school activities.
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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 (July 6, 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, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.
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McCarthy, Mary Rose, Roberta Wiener, and Leslie Carol Soodak. "Vestiges of Segregation in the Implementation of Inclusion Policies in Public High Schools." Educational Policy 26, no. 2 (December 31, 2010): 309–38. http://dx.doi.org/10.1177/0895904810386596.
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The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.
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Dziva, Cowen, and Gretchen Erika Du Plessis. "Girls with Disabilities in Zimbabwe's Inclusive Rural Schools: Challenges and Possibilities." Southern African Journal of Social Work and Social Development 32, no. 1 (February 18, 2020): 18. http://dx.doi.org/10.25159/2415-5829/5994.
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The aim of this study was to understand the social and academic experiences of girls with disabilities (GWD) in Zimbabwe’s inclusive secondary rural schools. Guided by the concepts of the critical feminist disability theory, data were collected through in-depth interviews with five purposefully selected girls with physical and sensory disabilities and five special-needs teachers. The findings reveal that, despite the presence of supportive attitudes and resource centres, these GWD’s basic right to quality, inclusive education is negated in rural schools. The research participants narrated their struggles with barriers created by negative attitudes, resource constraints and inaccessible environments. The intersection of gender, disability and rurality contour the experiences of GWD. In particular, resilient patriarchal, religious and societal norms prefigure GWD as abject beings, unworthy of investment by some parents, teachers and state officials. Thus, the notion of inclusive education as adopted in Zimbabwean official policies does not appear to be supported by the implementation or awareness raising of teachers and school leaders in the Mberengwa district of Zimbabwe’s Midlands Province.
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Murphy, Cammy D. Romanuck. "Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities." Journal of Education and Culture Studies 2, no. 4 (September 25, 2018): 248. http://dx.doi.org/10.22158/jecs.v2n4p248.
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<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>
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Lestari, Sri, Waode Hamsia, and Radius Setiyawan. "Learning adaptation during the COVID-19 pandemic in Muhammadiyah inclusion schools." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 320–28. http://dx.doi.org/10.11591/edulearn.v15i2.19863.
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The Muhammadiyah organization has inclusive schools that need to adapt during the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to analyze the adaptation strategies carried out by two Muhammadiyah inclusion schools in Surabaya, Indonesia, Sekolah Peduli Anak Hebat (SPAH) and the Sekolah Kreatif Surabaya. This study used a qualitative descriptive approach with a phenomenology method to see the particular context of the two inclusion schools' learning situation during the COVID-19 pandemic. The data were collected using interviews and observations. Two coordinators for students with disabilities and five teachers were interviewed about policies and learning processes during the pandemic. The observation was done during the learning process. The secondary data was also collected by searching in their social media and e-learning platforms. The data analysis showed that the adaptation strategies were to coordinate and regularly collaborate between parent-teachers-students, build community cooperation, and make flexible and accessible learning policies. It proved that the two Muhammadiyah inclusion schools in Surabaya had adapted to online learning during the pandemic COVID-19. However, the two schools still need to improve quality, especially in creating an accessible asynchronous learning platform for students with disabilities.
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White, Terrenda. "Teachers of Color and Urban Charter Schools: Race, School Culture, and Teacher Turnover in the Charter Sector." Journal of Transformative Leadership & Policy Studies 7, no. 1 (May 1, 2018): 27–42. http://dx.doi.org/10.36851/jtlps.v7i1.496.
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This article explores working conditions in charter schools with varying rates of teacher turnover. Ethnographic data with 28 racially diverse teachers explores teachers’ experiences, their explanations for moving charter schools, and patterns of movement when teachers leave a charter school for another school. A brief conceptual framework was used to understand multiple dimensions of working conditions in charter schools for teachers of color. Findings indicate teachers most often made structural moves between charter types, primarily from charters managed by nonprofit organizations to standalone charter schools. Teachers of color describe tensions with sociocultural conditions that limited culturally inclusive practices. Discussion includes implications for policies that push to replicate charter schools in communities of color, particularly schools with poor working conditions associated with high turnover and weak propensities to retain teachers of color.
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MWIRICHIA, SEVERINA MUKOKINYA, NEPHAT J. KATHURI, and JOHN G. MARIENE. "Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 50–57. http://dx.doi.org/10.31686/ijier.vol5.iss4.655.
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This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.
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Rocha, Julimar Santiago, Antonio Amorim, Maria Da Conceição Alves Ferreira, and Mariana Moraes Lopes. "A INCLUSÃO ESCOLAR DE JOVENS E ADULTOS COM DEFICIÊNCIAS: AÇÕES GESTORAS NECESSÁRIAS." Cadernos de Educação Tecnologia e Sociedade 11, no. 3 (November 1, 2018): 506. http://dx.doi.org/10.14571/brajets.v11.n3.506-521.
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We are living today the challenge of instrumentalizing schools in a way that meets all the subjects respecting diversity. It is up to school management to work collectively to consolidate public educational policies that ensure the right to education for all. Managing actions become even more necessary when we perceive the increase of students with disabilities who reach the Youth and Adult Education Mode, leading us to understand the role of the management team in the construction of an inclusive school. The objective was to analyze the planning of actions of the school that contemplates the realization of the national policy of special education with focus on the execution and evaluation of these actions. Through of a qualitative approach and study of multiple case, in two municipal schools in Salvador, involving 16 subjects, we investigated if the official documents of the school contemplate actions that aim the inclusion of the person with disability in the EJA and how the management team manages the resources for the reach of them. The research reveals the need to redefine the internal performance of the manager, to achieve bigger articulation between the school management and the municipal secretaria for the implementation of an inclusive education in the EJA.
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Tomé, José Manuel Salum. "Inclusió N School In The Regulations Under New Legal In Chile." Advances in Social Sciences Research Journal 7, no. 9 (September 18, 2020): 238–50. http://dx.doi.org/10.14738/assrj.79.9011.
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Nowadays, the link between concepts of education and diversity is very far in the schools of Chile, and even more so in the educational policies of the country, which only interests the concept of inclusion as a more segregating than inclusive concept.
Three years after it was promulgated by President Michelle Bachelet, on Tuesday, March 1 of this year, the School Inclusion Law begins to be officially applied.
Doubts, criticisms and marked differences persist from different sectors towards the new regulations that in principle intend to end profit, selection and co-payment in subsidized private education establishments and not to the integration and inclusion of students with SEN as the focus principal.
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Vanner, Catherine. "Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya." Education Sciences 9, no. 1 (March 21, 2019): 63. http://dx.doi.org/10.3390/educsci9010063.
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This article introduces Stein, Tolman, Porche, and Spencer’s concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers’ efforts were, however, constrained by competing discourses emphasizing hierarchical administration and a narrow understanding of the school’s responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers’ collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4’s commitments to gender equality and child protection in schools.
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Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (February 11, 2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.
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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.
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Coley, Jonathan S. "Reconciling Religion and LGBT Rights." Social Currents 4, no. 1 (July 31, 2016): 87–106. http://dx.doi.org/10.1177/2329496516651639.
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Why do some Christian colleges and universities approve lesbian, gay, bisexual, and transgender (LGBT) groups and inclusive nondiscrimination policies while others resist them? Scholars are beginning to develop models to explain LGBT inclusion in schools, but they have undertheorized the role of religion in facilitating or impeding LGBT inclusion. In this article, I draw from the literature on religion and the “culture wars,” especially insights into religions’ theological orientations, to explain Christian colleges and universities’ inclusion of LGBT students. I show that communal orientations—theological emphases on social justice—strongly predict the adoption of LGBT groups and inclusive nondiscrimination policies at Christian colleges and universities. By contrast, individualist orientations—theological emphases on personal piety—impede the adoption of such groups and policies. Importantly, I find little support for alternative explanations of Christian colleges and universities’ inclusion of LGBT students that focus on liberal or conservative teachings on same-sex relationships. Beyond bridging literatures on the political sociology of LGBT rights and religion and the culture wars, the article supports an emerging theoretical framework for understanding the role of religion in a wide range of social justice debates.
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Vu Thi Thanh, Nga. "Need of supporting children with autism and parents in primary schools in Hano." Journal of Science Educational Science 65, no. 7 (July 2020): 105–13. http://dx.doi.org/10.18173/2354-1075.2020-0082.
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The paper analyzes the research results on three inclusive primary schools in Hanoi to summarize the basic needs of children with autism and their families such as: desiring to have specific policies for children with disabilities; receiving financial and social policy support; having empathy and sharing of teachers and parents at school; participating in training courses on methods of educating children... In which, the need to have a social worker team working in schools is extremely necessary to support solving the difficulties and barriers of children with disabilities at school. Enhancing their study as well as the link between families, schools and social forces helps to ensure equal rights in education for children with disabilities.
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Melloy, Kristine J. "Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs." Journal of Transformative Leadership & Policy Studies 7, no. 2 (April 10, 2019): 13–24. http://dx.doi.org/10.36851/jtlps.v7i2.504.
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University educational leadership preparation programs whose mission is to prepare Transitional Kindergarten through 12th grade (TK-12) school administrators need to transform their curriculum so that all leaders (not just special education leaders) have the knowledge and skills to create inclusive school communities that truly include all students. Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity, achievement and opportunity gaps remain in our nation’s public schools. The purpose of this conceptual study is to provide a look at redesigned preparation programs built on professional standards changes, evidencebased practices, and practice-based evidence correlated with inclusive school communities. Transformed preparation programs prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities, considering that 100% of the students spend 80% or more of their day in general education classrooms. The impact for students with disabilities is that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit.
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Elder, Brent C. "Right to Inclusive Education for Students with Disabilities in Kenya." Journal of International Special Needs Education 18, no. 1 (March 1, 2015): 18–28. http://dx.doi.org/10.9782/2159-4341-18.1.18.
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Abstract This article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive education in Kenya. Inclusive education is in its nascent stage in Kenya, and many barriers currently exist in the development of an inclusive education system. Such barriers include: poverty, child labor, natural disasters, HIV/AIDS, gender, ethnicity, access to healthcare, access to food, and availability of clean drinking water. In order for Kenya to develop an inclusive education system in accordance with the CRPD, the author proposes the following: development of a country/region-centered plan, implementation of inclusion reports, development of an inclusive network for schools throughout Kenya, and clarification of ambiguous language and terms within Article 24 of the CRPD, as applied to Kenyan laws and policies.
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Andini, Dinar Westri, Ayu Rahayu, C. Asri Budiningsih, and Mumpuniarti Mumpuniarti. "PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 2, no. 2 (December 20, 2018): 247. http://dx.doi.org/10.30738/tc.v2i2.3142.
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The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.
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Georgieva, Natalia. "INCLUSIVE EDUCATION IN BULGARIA: SUCCESSES AND CHALLENGES." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 321–26. http://dx.doi.org/10.35120/kij3002321g.
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The report is a brief overview of changes in education in Bulgaria after entry of the Pre-school and School Education Act, with regard to inclusive education. The emphasis is on the positive impact of the inclusion process on children and students. It focuses on the changes: from social and educational isolation through highlighting the variety of differences and individual educational features and needs of children and pupils to build inclusive policies in Bulgarian education. In recent years, inclusive education in Bulgaria has been successful, but has faced many challenges. Despite the changes, there are still different attitudes and stereotypes in the social society, including parents and a large number of pedagogical specialists working in general education schools. In separate chapters, the successes and challenges of inclusive education, in particular in the general and the additional support for the personal development of children/pupils in Bulgaria, have been analyzed. Attention is focused on the subjects of inclusive education - schoolchildren and students in the kindergarten and the individual needs of each. What are the facilities that pupils with special educational needs could benefit from during their education. The main elements of standard formal education are considered and compared with the principles of inclusive education and the need to adapt curricula to the individual pupils' individual pace. It is not limited school or kinder garden to develop a curriculum and apply a unified approach in the educational process to all children/pupils. The development and implementation should be complied with the individual needs of particular pupils and the opportunity to study in forms of education different from daily / individual, combined, independent/. The topic of specialists and teachers working in the educational system in Bulgaria, the need to acquire new necessary competences, which would increase their sensitivity to differences, is very briefly affected. The report focuses on parents' participation in the education of their children, the impact on their motivation, and the relevance to learning achievements. Accepting the fact that their children are educated in a class/group with children/pupils with learning needs. The role of the family and the community in coping with violence in schools and solving problems with discipline. And last but not least, the crucial importance and decisive role in the process of inclusive education of the school principals of, on which depends the creation of the necessary conditions for the process of inclusion.
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Burridge, Nina, John Buchanan, and Andrew Chodkiewicz. "Dealing with Difference: Building Culturally Responsive Classrooms." Cosmopolitan Civil Societies: An Interdisciplinary Journal 1, no. 3 (November 17, 2009): 68–83. http://dx.doi.org/10.5130/ccs.v1i3.1245.
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Australia continues to develop as a multicultural society with levels of immigration increasing significantly over recent years as a result of government policies. More recently, the new period of financial turmoil, continuing threats from terrorism and environmental concerns, have all exacerbated the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally response classrooms is a perennial issue for both teachers and educators. A major challenge for teachers is to at a minimum, understand cultural differences as they manifest in their particular school settings and to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of recent school policies, highlight a number of frameworks for addressing cultural diversity in the classroom, in particular the approaches by Kalantzis and Cope’s (1999) and Hickling-Hudson (2003). We also draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney metropolitan schools to discuss the need for more greater resource and policy support for progressive teaching approaches that support the development of a more tolerant and inclusive multicultural society. Key words: cultural diversity, schools, teacher education, classroom practice, social inclusion
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Nyatsikor, Maxwell Kwesi, Winston Kwame Abroampa, and Kweku Esia-Donkoh. "The Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?" Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 72–85. http://dx.doi.org/10.14434/gjte.v2i1.31174.
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This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.
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MWIRICHIA, SEVERINA MUKOKINYA, and Tarsila Kibaara. "ACTIVITIES IN TEAM WORK AMONG HEAD TEACHERS AND PARENTS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN REGULAR PUBLIC PRIMARY SCHOOLS IN MERU COUNTY." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 01–05. http://dx.doi.org/10.31686/ijier.vol6.iss7.1045.
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Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.
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MWIRICHIA, SEVERINA MUKOKINYA, and Tarsila Kibaara. "Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 1–5. http://dx.doi.org/10.31686/ijier.vol6.iss6.1045.
Full textAbstract:
Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.