Relevant bibliographies by topics / Leadership for inclusive practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Leadership for inclusive practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Leadership for inclusive practices"

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Ferdman, Bernardo M., J. Goosby Smith, Audrey Murrell, Hans Van Dijk, and Ilene Wasserman. "Inclusive Leadership: Practices and Insights." Academy of Management Proceedings 2019, no. 1 (2019): 13046. http://dx.doi.org/10.5465/ambpp.2019.13046symposium.

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Miškolci, Jozef, Derrick Armstrong, and Ilektra Spandagou. "Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)." Journal of Teacher Education for Sustainability 18, no. 2 (2016): 53–65. http://dx.doi.org/10.1515/jtes-2016-0014.

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Abstract The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two pu
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Gotsis, George, and Katerina Grimani. "The role of servant leadership in fostering inclusive organizations." Journal of Management Development 35, no. 8 (2016): 985–1010. http://dx.doi.org/10.1108/jmd-07-2015-0095.

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Purpose The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees. Design/methodology/approach A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of
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Carter, Susan, and Lindy-Anne Abawi. "Leadership, Inclusion, and Quality Education for All." Australasian Journal of Special and Inclusive Education 42, no. 01 (2018): 49–64. http://dx.doi.org/10.1017/jsi.2018.5.

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The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal
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Morvan, Jhonel, and Déirdre Smith. "Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices." Exceptionality Education International 30, no. 2 (2020): 80–95. http://dx.doi.org/10.5206/eei.v30i2.11083.

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This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan,
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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 (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 e
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (2018): 4–8. http://dx.doi.org/10.32013/y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (2018): 4–8. http://dx.doi.org/10.32013/88y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Alston, Geleana D., and Catherine A. Hansman. "Embracing Diversity and Inclusive Mentoring Practices for Leadership Development." New Directions for Adult and Continuing Education 2020, no. 167-168 (2020): 83–94. http://dx.doi.org/10.1002/ace.20400.

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Moriah, Mishel P. "Giving voice to headteachers using interpretative phenomenological analysis-IPA." Management in Education 32, no. 1 (2018): 6–12. http://dx.doi.org/10.1177/0892020617748141.

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Successful school leadership is an issue debated globally, but these discussions do not seem to occur within the context of inclusive education in the Caribbean. Although there have been reports indicating steady progression in educational leadership and inclusive practices within the last decade, no planned, long-term innovations have emerged. This article reports part of a small-scale, qualitative study, conducted with 16 headteachers of secondary schools from across Guyana and Trinidad & Tobago. An interpretative phenomenological approachwas used to explore how headteachers ascribe mean
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Dissertations / Theses on the topic "Leadership for inclusive practices"

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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson<br>The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj &amp; Bartlett, 2017). Public schools in Massachusetts offer a unique perspecti
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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community
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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson<br>For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-
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Twohig, Barbara J. "Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27226.

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The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating students with disabilities in the general education classroom. The researcher used a qualitative multiple case study of three elementary schools to gather the data to answer the research questions posed for the study. The primary methodology for collecting data was from coding semi-structured audiotaped interviews with principals and selected general and special education teachers who were collaborating for the purpose of integrating
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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.

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Thesis advisor: Lauri Johnson<br>Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices,
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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.

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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflic
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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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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of
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Shultz, Kimberly A. "Implementation of Inclusion Practices K-12| From Compliance to Sustainability." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286076.

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<p> There has been a strong movement since the reauthorization of PL 94-142 in 2004 and 2006 toward inclusionary practice for students with disabilities to receive instructional and social opportunities in the general education classroom Proponents of inclusionary practices believe that in order to provide an authentic least restrictive environment (LRE) for the growing population of identified students with disabilities, the learning environment needs to be a culture of inclusionary practice. Inclusion advocates assert that inclusion is a civil rights issue. Those rights include equal access
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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.

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<p> There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11<sup>th</sup> grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were <i>fully in
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Books on the topic "Leadership for inclusive practices"

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Inclusive practices and social justice leadership for special populations in urban settings: A moral imperative. Information Age Publishing, Inc., 2015.

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Inclusive leadership. Jossey-Bass, 2006.

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Wuffli, Peter A. Inclusive Leadership. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23561-5.

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Ferdman, Bernardo M., Jeanine Prime, and Ronald E. Riggio. Inclusive Leadership. Edited by Bernardo M. Ferdman, Jeanine Prime, and Ronald E. Riggio. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673.

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Adapa, Sujana, and Alison Sheridan, eds. Inclusive Leadership. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60666-8.

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Ruairc, G. Mac, E. Ottesen, and R. Precey. Leadership for Inclusive Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4.

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Kugelmass, Judy W. Inclusive leadership; leadership for inclusion: Full report. National College for School Leadership, 2003.

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Gehrke, Bettina, and Marie-Thérèse Claes, eds. Global Leadership Practices. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35001-5.

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(Firm), Corwin, ed. The best of Corwin: Inclusive practices. Corwin Press, 2011.

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Transforming classroom culture: Inclusive pedagogical practices. Palgrave Macmillan, 2011.

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Book chapters on the topic "Leadership for inclusive practices"

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Atewologun, Doyin, and Charlotte Harman. "Inclusive Leadership Practices." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-7.

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Henderson, Effenus. "The Practice of Inclusive Leadership in Disruptive and Polarizing Times." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-22.

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Gallegos, Plácida V. "The Work of Inclusive Leadership." In Diversity at Work: The Practice of Inclusion. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118764282.ch6.

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Frawley, Stephen, Laura Misener, Daniel Lock, and Nico Schulenkorf. "Leadership practices from a diversity and inclusion perspective." In Global Sport Leadership. Routledge, 2019. http://dx.doi.org/10.4324/9781315101835-6.

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Ottmann, Jacqueline, and Joan Jeary. "Assessment Practices and Aboriginal Students." In Leadership of Assessment, Inclusion, and Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_14.

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Booysen, Lize. "The Development of Inclusive Leadership Practice and Processes." In Diversity at Work: The Practice of Inclusion. John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118764282.ch10.

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Najev Čačija, Ljiljana, Sanja Bilač, and Goran Džingalašević. "Benchmarking Education Policies and Practices of Inclusive Education: Comparative Empirical Research—The Case of Croatia, Italy and Portugal." In Educational Leadership in Policy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99677-6_8.

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Mabingo, Alfdaniels. "Contexts and Meanings of Indigenous Dance Education Practices." In Critical Studies in Dance Leadership and Inclusion. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5844-3_5.

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Mabingo, Alfdaniels. "Ubuntu, Indigenous Communities, and Dance Practices in African Cultures." In Critical Studies in Dance Leadership and Inclusion. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5844-3_3.

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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 &amp; 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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Conference papers on the topic "Leadership for inclusive practices"

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Al-Harthi, Aisha Salim Ali, and Mahmoud Emam. "Leadership of technology in inclusive practice." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336021.

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Palmer, June, Sheila Matoti, Gregory Alexander, and Edwin De Klerk. "INCLUSIVE LEADERSHIP STRATEGIES TO SUSTAIN THE INCLUSIVE PEDAGOGICAL PRACTICES OF PRESERVICE TEACHERS AT A UNIVERSITY OF TECHNOLOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0939.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and th
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Lu, Qian. "The Impact of Inclusive Human Resource Practices on Individual Creativity: The Role of Job Crafting and Transformational Leadership." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.74.

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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transfo
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Jones, Mary Kathryn, Kelsey N. Dunn, Jill R. Hershman, Alston H. Pike, Sarah E. Johnson, and Beth A. Todd. "Best Practices in Student Section Participation and Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64164.

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ASME student sections have a strong tradition of serving the needs of undergraduate students at universities across the country and around the globe. Similar to senior sections, student sections can learn from one another by sharing best practices. This paper describes best practices in four areas of student section programming: 1) membership, 2) STEM outreach, 3) section leadership development, and 4) inclusion of graduate students. Through these and other best practices, student sections can remain effective in their role as a partner in workforce development.
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Deibel, Katherine. "Studying our inclusive practices." In the 12th annual SIGCSE conference. ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268861.

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Aziz, Muhammad Racmatul, Dwi Esti Andriani, and Aris Suharyadi. "Indonesian Teacher Leadership Practices." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.030.

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Miles, M. S., and R. Osika. "Modern Chinese leadership: Experienced best practices." In Technology (ICMIT 2008). IEEE, 2008. http://dx.doi.org/10.1109/icmit.2008.4654368.

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Stricoff, R. "151. Best Practices in EHS Leadership." In AIHce 2004. AIHA, 2004. http://dx.doi.org/10.3320/1.2758123.

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Reports on the topic "Leadership for inclusive practices"

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Joseph, Jacquleen, Garima Jain, Suchita Awasthi, et al. Leadership for Disaster Resilience: Learning from the Current Practices in India. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/drla.2018.

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Adams, Janice. Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2617.

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better un
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Zhao, Sophia. Overcoming Barriers to Women’s Leadership. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2041.

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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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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self a
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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for devel
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring f
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income coun
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in ou
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