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Relevant bibliographies by topics / Inclusive school development

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Academic literature on the topic 'Inclusive school development'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Inclusive school development"

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Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development." Form@re - Open Journal per la formazione in rete 22, no. 1 (2022): 30–48. http://dx.doi.org/10.36253/form-12645.

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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the I

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Carrington, Suzanne, and Kris Holm. "Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment." Australasian Journal of Special Education 29, no. 2 (2005): 155–71. http://dx.doi.org/10.1017/s1030011200025331.

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This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, par

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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.

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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level.

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Iryna, SamoiIova, Havrylenko Tetiana, Kozynets V. Oleksandr, Popadych Olena та Bondarenko Yuliia. "Сurrent trends in inclusive primary school". Revista Tempos e Espaços em Educação 13, № 32 (2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.14961.

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Inclusive education is an important part of the general humanitarian attitude to create equal living conditions and self-realization of various members of society. It is important to diversify approaches to inclusive pedagogy. In particular, the need to take into account age differences in the education of children with disabilities, the need to distinguish inclusive tactics depending on the level of education, the requirement to systematize approaches to inclusive pedagogy from its first structural link and to potentially vocational education. In the system of inclusive education, the primary

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Nes, Kari. "The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective." Research in Comparative and International Education 4, no. 3 (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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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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Marpaung, Roberto W., Serlina Boru Sinaga, and Sergius Womsiwor. "Inclusive Education Curriculum Development for Indigenous Students in Papua." SHS Web of Conferences 149 (2022): 01023. http://dx.doi.org/10.1051/shsconf/202214901023.

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A number of Emerging issues on education in Papua have been trending topic in national education for years. The objective of this research was to describe the curriculum development of inclusive education for Indigenous Students of Papua. The research was carried out in three integrated schools(Sekolah Satu Atap) where inclusive education has been successfully provided. Those schools are integrated school of Boven Digoel, Integrated School of Wasur, and SMA Negeri 1 Merauke. This was a descriptive research design by applying qualitative approach in analyzing the data. The data were collected t

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Nurfadilla, Vania, Sutarjo Sutarjo, and Lilis Karyawati. "The Implementation of Student Guidance in Karawang Islamic Middle School." Edumaspul: Jurnal Pendidikan 6, no. 1 (2022): 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.

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Planning for student guidance in school inclusion is carried out at the beginning of the new school year in the school work meeting agenda by conducting, identifying needs, interests, talents through assessment activities for students with special polling needs and spreading interest to students. Implementation of student guidance in schools is carried out by combining the special needs of students with the class system. In the implementation of guidance there is a positive interaction between crew members and students. But to develop leadership crew members are not involved. Guidance on schoo

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Dissertations / Theses on the topic "Inclusive school development"

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Chambers, Cynthia R. "Community and School-Based Inclusive Book Club Programming." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3865.

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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Spillane, Nancy Kay. "Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools| A Cross-case Analysis." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687663.

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<p> Within successful <i>Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools</i> (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM career

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Feng, Y. "Teacher career motivation and professional development in special and inclusive education in China." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3582/.

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Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives on their professional life in this respect. A sample of teachers at seven mainstream schools (N=326), two special schools (N=37) and student teachers from one university (N=565) in a city in China was identified. Triangulation of data collected from questionnaire surveys, interviews and observations facilitat

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Pather, Sulochini. "Understanding sustainable inclusive education development : lessons from a school and its communities in rural South Africa." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408429.

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Sayser, Nickfred Johane. "Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4222.

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Magister Educationis - MEd<br>The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge t

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Li, Songze. "K-12 STEM Educators and the Inclusive Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunit

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Wilmot, Elaine. "The development of a new school as an inclusive school : a case study of one North London primary school from the planning stage to the implementation stage/s." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/8035/.

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In this study of the development and evaluation of a new school as an inclusive school, I explore the theme of inclusive education and show how the boundaries of inclusive practice have been expanded as this unique school has grown over the four years since it has been established. My methodology is a combination of case study and action research. My intent is to redefine inclusive education, from the integration of children with special educational needs to being individualised community-based learning. I consider how 1 developed the various aspects that contribute to the inclusive nature of

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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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Thabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

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Books on the topic "Inclusive school development"

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1952-, Villa Richard A., and Thousand Jacqueline S. 1950-, eds. Creating an inclusive school. Association for Supervision and Curriculum Development, 1995.

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1958-, York-Barr Jennifer, ed. Creating inclusive school communities: A staff development series for general and special educators. Paul H. Brookes Publishing, 1996.

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Florian, Lani. Inclusive practice in secondary schools: Report for the University of Cambridge School of Education Research and Development Fund. University of Cambridge, School of Education?], 1999.

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Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Beyond developmentality: Constructing inclusive freedom and sustainability. Earthscan, 2009.

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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Biba, Anna, and Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.

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The monograph attempts to identify and substantiate the content and complex of spelling teaching tools for younger schoolchildren with a pronounced general underdevelopment of speech with the simultaneous development of their academic independence. To solve the problem, both theoretical research methods (analysis of psychological and pedagogical literature, generalization of scientific data) and empirical (observation, conversation, testing, analysis of student activity products) were used. The theoretical basis of teaching and development of students with mild speech underdevelopment in inclu

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

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Reid, Patricia. Music: Developing an inclusive curriculum in a Northern Ireland Primary School : a case study of the development of the Northern Ireland Music Curriculum. The author], 1998.

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Allen, K. Eileen. The exceptional child: Inclusion in early childhood education. 3rd ed. Delmar Publishers, 1996.

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Book chapters on the topic "Inclusive school development"

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Kearney, Judith, Lesley Wood, and Richard Teare. "Ubunye: Providing Pathways for Youth Development through the Community School." In Designing Inclusive Pathways with Young Adults. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-157-1_11.

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

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Tonegawa, Yoshiko. "Education in SDGs: What is Inclusive and Equitable Quality Education?" In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.

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AbstractEducation was positioned as Goal 4 (i.e., SDG4) in SDGs. SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The lack of education and the inability to read and write often limit access to information and disadvantage the livelihoods of people. From the perspective of acquiring knowledge and skills, along with developing human resources, it is clear that the elements of education are present across all 17 SDGs. In other words, education is a cross-cutting discipline that influences a variety of areas (Kitamura et al. 2014) and, as such, plays an important role in achieving all SDGs. The main objective of this chapter is to examine “inclusive and equitable quality education.” First, this chapter provides a brief overview of international trends in educational cooperation from 1945 to 2015, covering the Education for All (EFA), Millennium Development Goals (MDGs), and SDGs. It then discusses “inclusive and equitable quality education,” the core of SDG4. It specifically addresses discussions on equity, inclusion, and the quality of education. Furthermore, the quality of education is examined from four perspectives: school environment, educational attainment, learning achievement, and non-cognitive skills. This chapter also presents the case of education for children with disabilities in Ethiopia. [This chapter was written by modifying the following chapter: Tonegawa Y (2018) “Kokusai kyouiku kyouryoku (International cooperation in education)” in Yamada M (ed) Atarashii kokusai kyouryoku ron (New international cooperation theory), Revised edition, Akashi Shoten, Tokyo]

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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.

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AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.

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Proyer, Michelle, Gertraud Kremsner, and Gottfried Biewer. "Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_11.

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AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

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Óskarsdóttir, Edda, and Anna Katarzyna Wozniczka. "Fostering Professional Development for Inclusive Education in Rural Iceland: A Collaborative Action Research Project." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_15.

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AbstractThis chapter discusses collaborative action research carried out by the authors while preparing and teaching a professional development course to develop inclusive school practices. The purpose was to understand how a professional development course on inclusive education can be developed through a distance learning module for diverse participants. The authors discuss how they explored how they were able to be inclusive throughout the course as well as the insights they gained into how course participants developed their own inclusive practice and pedagogy.

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Galkienė, Alvyra, and Ona Monkevičienė. "The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_12.

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AbstractThis chapter presents the conclusions of research carried out by Polish, Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the question of ‘How the implementation of Universal Design for Learning (UDL) enriches the practices of inclusive education in different educational contexts.’ The summary of the research results is followed by a model of the application of the UDL approach for the development of inclusive education. In the model, the UDL approach is presented as an approach of transforming the process of education and strengthening teacher inclusive attitudes, as a prerequisite for the pupil’s becoming an expert learner, a means for mobilizing the school community, a tool for reflecting teacher competences, and a new perspective for re-interpreting educational practices. The UDL application model is valuable in terms of developing inclusive education practices, as it allows us to see barriers to pupil education as well as relevant directions for improving education in any educational and cultural context.

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Galkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.

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AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.

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Jahnukainen, Markku, Ninja Hienonen, Meri Lintuvuori, and Sonia Lempinen. "Inclusion in Finland: Myths and Realities." In Finland’s Famous Education System. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_25.

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AbstractAlthough inclusive education is a strong trend in education policy around the globe, there are different definitions and variations used in different nations. The case of Finland is interesting, because the long-term direction of the Finnish school system has supported every child’s right to participate in education, but inclusive education is not mentioned or defined anywhere in education legislation. This absence of definition not only leaves the defining to the parties concerned, but also adds to creating inclusive myths and varying realities in everyday life. Meanwhile, in public discussion, there has been a constant and quite polarised debate about putting students with support needs in regular classrooms. The recent Government Program (2019) in Finland states that special education legislation should be investigated from the point of view of students as well as teachers’ wellbeing. In order to define the current state and equality of the Finnish support system, the Ministry of Education and Culture has established a working group as part of the “Right to Learn” initiative 2020–2022. In this chapter, we discuss the historical development of Finnish inclusion and contrast myths and realities of the Finnish model in supporting students with support needs in the light of international trends in inclusive and special education. We also discuss possible future trends of inclusive education in the Finnish context.

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Bonfim Gaviolli, Íria, and Miriam Godoy Penteado. "13. Inclusion and Landscapes of Investigation." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.13.

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This chapter presents aspects related to inclusion, landscapes of investigation and the perspective of deficiencialism. These ideas are based on a Master’s study of data produced in an elementary school classroom in the city of Rio Claro, in the state of São Paulo (Brazil). In this classroom, mathematical tasks from the perspective of a landscape of investigation were developed. We present a brief contextualisation of the research, methodological aspects and theoretical assumptions on inclusive education, as well as some of the children’s dialogues during the development of the tasks. As a conclusion, we present considerations on the relevance of the landscapes of investigation approach when considering inclusion from the perspective of deficiencialism.

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Conference papers on the topic "Inclusive school development"

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

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Barth, Karla Melinda, and Nicoleta Ramona Ciobanu. "TEACHER FOR INCLUSIVE SCHOOL IN ROMANIA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0815.

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Shutaleva, Anna, and Evgenia Putilova. "MODERN CHALLENGES OF THE RUSSIAN HIGHER SCHOOL AND INCLUSIVE EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0593.

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

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusio

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STRATAN, Valentina. "Strengthening the school – family educational partnership to ensure quality inclusive education." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p182-187.

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The school-family partnership is an important current issue. The role of the school-family educational partnership is amplified in the context of the development and promotion of inclusive education. The study focused on strengthening the school-family educational partnership in the context of ensuring a quality inclusive education. We appreciate the school-family partnership not as an extension of the participation of the actors involved, but as a governing relationship of the actions orchestrated by a purpose and idea. We identify two main dimensions in the involvement of both the school and

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Barnová, Silvia, Slávka Krásna, and Gabriela Gabrhelová. "VOCATIONAL SCHOOL TEACHERS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION IN THE SLOVAK REPUBLIC." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1031.

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Teixeira Pinto, Marta, and Pedro Costa. "INCLUSIVE APPROACH TO SECONDARY SCHOOL TEACHING TO TACKLE EARLY SCHOOL LEAVING LAUNCHED ACROSS EUROPE – THE CARMA PROJECT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0799.

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Pinho, Ilda, Eusébio André Machado, Marta Abelha, and Ana Sílvia Albuquerque. "THE ROLE OF THE SPECIAL EDUCATION TEACHER IN BUILDING AN INCLUSIVE SCHOOL." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1363.

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Provázková Stolinská, Dominika. "INTEGRATED PUPIL AT PRIMARY SCHOOL IN THE INCLUSIVE ENVIRONMENT IN THE CZECH REPUBLIC." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1135.

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Cesarano, Valentina Paola, and Rosaria Capobianco. "THE INCLUSIVE SCHOOL AND TEACHER TRAINING: AN EXPERIENCE OF HIGHER EDUCATION IN ITALY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1088.

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Reports on the topic "Inclusive school development"

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

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc

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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist tool 2022 - Phase 1. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ids.2023.005.

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This report describes a piece of participatory research undertaken in 2022 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. The tool was developed in a way which was informed by what children themselves see as important. It was also desig

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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and t

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AlSheikhTheeb, Thaer, AynurGul Sahin, Salma Abdelrahman, et al. Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0123.

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The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and ad

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Wickenden, Mary, Brigitte Rohwerder, and Josephine Njungi. Experiences and Expectations of Inclusive Pre-primary Education in Kenya: Reporting the Results of the First Round of Focus Group Discussions in Homa Bay and Kakuma. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.055.

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The Disability Inclusive Development (DID) programme is a large disability programme funded by the UK government’s Foreign Commonwealth and Development Office (FCDO). Under this programme, Task Order 20 is a project in Kenya aiming to develop the idea of inclusive early child development and education (IECDE), so that children with disabilities will be able to attend pre-schools alongside other children in their community. The project is trialling this approach in nine schools in different contexts, and as part of the project, the Institute of Development Studies UK is leading a piece of quali

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D

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Asian Development Outlook 2021: Financing a Green and Inclusive Recovery. Asian Development Bank, 2021. http://dx.doi.org/10.22617/fls210163-3.

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The Asian Development Outlook 2021 presents economic prospects for developing Asia and the Pacific. It includes analysis of the impacts of school closures caused by the coronavirus disease (COVID-19) and a theme chapter on financing a green and inclusive recovery.

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The methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education. Victor V. Andreev, Aleksandr V. Fominykh, Stanislav V. Put, 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-5-8.

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Asian Development Outlook 2022: Mobilizing Taxes for Development. Asian Development Bank, 2022. http://dx.doi.org/10.22617/fls220141-3.

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This report outlines economic prospects in developing Asia amid global turbulence and lingering pandemic risks. It discusses the implications of school closures and the invasion of Ukraine, and explores mobilizing taxes for development. Developing Asia’s outlook remains positive, with growth of 5.2% expected in 2022 and 5.3% in 2023. Downside risks include spillover from geopolitical tensions, such as via higher-than-expected commodity prices. The Russian invasion of Ukraine has upended the global economic outlook and greatly amplified uncertainty for a world economy still contending with COVI

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Asian Development Outlook 2022 Highlights: Mobilizing Taxes for Development. Asian Development Bank, 2022. http://dx.doi.org/10.22617/fls220142-3.

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This report outlines economic prospects in developing Asia amid global turbulence and lingering pandemic risks. It discusses the implications of school closures and the invasion of Ukraine, and explores mobilizing taxes for development. Developing Asia’s outlook remains positive, with growth of 5.2% expected in 2022 and 5.3% in 2023. Downside risks include spillover from geopolitical tensions, such as via higher-than-expected commodity prices. The Russian invasion of Ukraine has upended the global economic outlook and greatly amplified uncertainty for a world economy still contending with COVI

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