Relevant bibliographies by topics / The implementation of inclusive education

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'The implementation of inclusive education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "The implementation of inclusive education"

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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 (July 29, 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 increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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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 increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Chamdani, Muhamad. "PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 286. http://dx.doi.org/10.20961/shes.v1i2.26734.

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<p><em>The purpose of this study is to : (1) the existence of children with special needs in elementary schools that organize inclusive education in Kebumen District, (2) inclusion index achieved in elementary schools that organize inclusive education in Kebumen District, and (3) Implementation of school inclusive education Basic in Kebumen Regency. Inclusion index is obtained through observation in the learning process in class based on 18 indicators. The study was conducted on 10 classes from 4 elementary schools in Kebumen District which organized inclusive education. Inclusive school implementation data were analyzed using an ideal instrument index.The results of the study show that ((1) the number of inclusive elementary school children varies from 1 to 3 children). ((2) The average inclusion index is 31.46 with the ideal inclusion index 54). ((3) Implementation of inclusive education is 227 with an ideal total score of 381).The conclusion of this study is the profile of the implementation of inclusive education in the Kebumen District Primary School shows an average of 59.6% in the medium category.</em></p>
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Alimin, Zaenal, Nandi Warnandi, Riksma Akhlan, and Een Ratnengsih. "Implementation Inclusive Education Through Ecological Approach." Advanced Science Letters 25, no. 1 (January 1, 2019): 170–74. http://dx.doi.org/10.1166/asl.2019.13212.

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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 increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Bombardelli, Olga. "Inclusive education and its implementation: International practices." Education & Self Development 15, no. 3 (September 30, 2020): 37–46. http://dx.doi.org/10.26907/esd15.3.03.

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Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.
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Mooij, Ton, and Ed Smeets. "Design, Development and Implementation of Inclusive Education." European Educational Research Journal 5, no. 2 (June 2006): 94–109. http://dx.doi.org/10.2304/eerj.2006.5.2.94.

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khasanah, esty zyadatul. "INCLUSIVE EDUCATION: IN CONCEPTS, POLICIES, AND IMPLEMENTATION." IJDS:Indonesian Journal of Disability Studies 5, no. 2 (December 17, 2018): 166–69. http://dx.doi.org/10.21776/ub.ijds.2018.005.02.3.

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Alias, Maizam, Ingrid Harrington, Aini Nazura Paimin, Lai Chee Sern, Lee Ming Foong, Maziana Mohamed, and Wan Azlinda Wan Mohamed. "Understanding Current Situations: Facilitating Inclusive Education Implementation." Advanced Science Letters 22, no. 5 (May 1, 2016): 1677–82. http://dx.doi.org/10.1166/asl.2016.6727.

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Yesina, Veronika, Olha Shirobokova, and Olena Malovichko. "Ukrainian model of implementation of inclusive education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 2 (340) (2021): 287–97. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-2-287-297.

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The level of development of society, achievements in the establishment of the principles of humanism and democracy can be determined in relation to children with special needs. The article touches upon the problem of introducing an inclusive approach to learning in the educational environment. The inclusive model is an alternative to the boarding school system (special education) and provides for equal access to education for students with special educational needs, creates conditions in which they study in the general educational environment at the place of residence. In recent years, Ukraine has been actively developing inclusive education and creating common approaches to the education of children with special educational needs, according to which every child is covered by learning, adapted and successfully socialized in society.
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Dissertations / Theses on the topic "The implementation of inclusive education"

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Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.

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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in order to teach students with disabilities. The educators agree that they need more training in order to appropriately plan and advocate effectively for students. The major findings on research questions reveal that 53% of educators in this district strongly agree that they feel comfortable in working collaboratively with each other regarding students with IEPs. Also, 22% of educators strongly disagree that the regular education teachers should only be responsible for teaching students who are not identified as having special needs. In spite of the small sample which was a school district in Southern California that was used for this survey, the findings of the study were valuable for several reasons. First, the educators’ attitudes towards inclusive education were more positive than negative; and second, both special and general educators like to collaborate, display responsibility, and accommodate services to students with disabilities.
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Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.

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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Nangia, Monika. "The dynamics of policy implementation in inclusive education." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406369.

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Harmuth, Nichola. "Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10429.

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Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as set out in White Paper 6, are becoming a reality in primary school classrooms in South Africa. A literature study was undertaken to highlight the importance and the policy initiatives and principles of inclusive education. The literature review provided the framework for designing the interview questions that were utilized to gauge the perceptions and experiences of teachers regarding the implementation of inclusive education by means of focus group interviews. By means of a qualitative, phenomenological study, the focus group interviews were conducted with a convenient and purposively selected sample of primary school teachers (n = 18) in the Johannesburg South District of the Gauteng Department of Education. The interview data revealed that teachers do have an understanding of the importance of inclusive education, and appear to be knowledgeable on what the inclusive education policy entails. Furthermore, the teachers attempt to provide differentiated teaching, learning and assessment to address the wide variety of learning barriers in their classrooms. However, comprehensive knowledge about the wide variety of strategies to accommodate all learning needs appears to be lacking. The teachers noted that their training, resources and facilities are not adequate for the effective implementation of the policy principles in South African classrooms. The findings revealed that although the inclusive education policy is positively accepted by the teachers, its implementation appears to be superficial due to the cited challenges faced by the participants. The study is concluded with recommendations on how to promote the implementation of the challenging inclusive education policy principles in order to minimize the gap between policy and implementation.
MEd, Learner Support, North-West University, Vaal Triangle Campus, 2013
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Mahlalela, Thembelihle Nancy. "Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8770.

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The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process. A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session. Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources. Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities.
Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multiple sources of data collection which included participatory action research (PAR) based workshops, observations, field notes, audio-visual data and a research diary to document the research process. I conducted an inductive thematic analysis on the data that was collected. The findings of the study indicated that teachers in full-service schools and special schools both adopted similar implementation strategies such as having making various adaptations to the learning materials and the actions of the teacher in being an implementer. Some of the differences were also made mention of between the full-service and special schools. Teachers did also note some of their needs and challenges in relation to resources needed such as braille machines, embossing machines and various assistive devices.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted
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Makhavhu, Thanyani Selinah. "The implimantation [i.e. Implementation] of inclusive education : a support program for teachers." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.
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Nxumalo, Khethiwe Soli, M. M. Hlongwane, and B. Ndawonde. "Experiences of educators towards the implementation of inclusive education in Richards Bay Schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.

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A dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.
The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).
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Nyagah, Cecilia Wairimu. "The Implementation of Inclusive Education and Community Based Rehabilitation in Embu Diocese - Kenya." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507016.

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Mcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.

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Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
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Books on the topic "The implementation of inclusive education"

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author, Adhikari Posha Raj, and Informal Sector Service Centre (Kathmandu, Nepal), eds. Human rights education in Nepal's school curricula and textbooks: Inclusion and implementation status : research report. Kathmandu: Informal Sector Service Centre, 2013.

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Plows, Vicky, and Ben Whitburn, eds. Inclusive Education. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2.

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Brown, Zeta, ed. Inclusive Education. First published 2016. | New York : Routledge, 2016. | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315691152.

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Kollosche, David, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, eds. Inclusive Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0.

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Hornby, Garry. Inclusive Special Education. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8.

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Inclusive practice. London: Practical Pre-School Books, 2015.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Kiwan, Dina. Education for inclusive citizenship. New York, NY: Routledge, 2007.

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Introduction to inclusive education. Mississauga, Ont: J. Wiley & Sons Canada, 2007.

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Mary, Ayre, and Gill Judith 1942-, eds. Gender inclusive engineering education. New York: Routledge, 2010.

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Book chapters on the topic "The implementation of inclusive education"

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Blumenthal, Yvonne, Stefan Voß, Simon Sikora, and Bodo Hartke. "Selected Findings of the First Large-Scale Implementation of Response to Intervention in Germany." In Inclusive Mathematics Education, 123–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_10.

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Williams, Traci, Ed Nichols, Tina R. Cannon, Toni Fountain, Ashleigh Smith, and Dina Yankelewitz. "A Department-Wide Implementation of Inclusive Access." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 59–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_6.

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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, 313–23. Cham: 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, 1–21. Cham: 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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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period." In Inclusive Learning and Educational Equity, 119–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_6.

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AbstractThe action research reported in this chapter lasted for one semester. This was a novel time because schools, due to the COVID-19 pandemic, suspended their in-person activities and implemented online learning. This has necessitated the formulation of research purposes and problems appropriate to the dynamically changing educational reality (and beyond). This chapter provides a theoretical background to the risks to education during a pandemic. The assumptions, implementation and results of the research project implemented by the action research method in the selected Polish class are also discussed. The empirical data, mainly qualitative, triangulated by various sources of information, reconciled perspectives that were used to identify specific topics and threads appearing in the gathered inputs, to present it in an orchestrated manner and to interpret it. The analyses carried out lead to the conclusion that the application of the UDL approach promotes the success of inclusive education, despite the difficult experiences of the pandemic period. It has been proven that UDL approach implementation has a positive impact on the course of the teaching-learning process, optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. The extraordinary situation faced by teachers and pupils due to the need to switch to online learning, contrary to temporary concerns, has reinforced the changes brought about by the implementation of the UDL approach in the learning process.
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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation." In Inclusive Learning and Educational Equity, 95–118. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_5.

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AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.
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Rodés, Virginia, and Regina Motz. "A Concrete Action Towards Inclusive Education: An Implementation of Marrakesh Treaty." In Trends and Innovations in Information Systems and Technologies, 418–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45697-9_41.

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Williams, Traci, Ed Nichols, Tina R. Cannon, Toni Fountain, Ashleigh Smith, Dina Yankelewitz, and Stephanie Fritson. "Inclusive Access Impact on Student Engagement, Success, Retention, and Costs in a Department-Wide Implementation." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 147–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_12.

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Navaitienė, Julita, and Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners." In Inclusive Learning and Educational Equity, 23–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.

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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.
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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity, 59–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.

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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.
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Conference papers on the topic "The implementation of inclusive education"

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Kurniawati, Farida. "IMPLEMENTATION OF INCLUSIVE EDUCATION: TEACHERS‟ PERSPECTIVES." In International Conference on Social Sciences. TIIKM, 2017. http://dx.doi.org/10.17501/icoss.2016.3102.

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Dian Fajarwati, Dian. "Implementation of School Management Inclusive Education Institutions." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.15.

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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.
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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 inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Anggia, Dini, and Harun Harun. "Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.34.

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Widyawati, Agnes Rina, and Sugiyono. "Implementation of Inclusive Education in Yogyakarta Private Primary School." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.073.

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Sari, Ratna. "The Implementation of Inclusive Education in Yogyakarta’s Primary Schools." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.112.

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Rokhmaniyah, Rokhmaniyah, and Chamdani Chamdani. "Evaluation of Implementation of Inclusive Education at Primary School." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.28.

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Nurhastuti, Nurhastuti. "Evaluation of Implementation of Inclusive Education in West Sumatera." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0191.

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Mansur, Hamsi, and Mastur. "Expectations and Challenges The Implementation of Education Inclusive Programs." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.129.

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Reports on the topic "The implementation of inclusive education"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 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 inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, August 2021. http://dx.doi.org/10.22617/wps210238-3.

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Энэхүү баримт бичигт Тогтвортой хөгжлийн зорилт 4-т тусгагдсан дэлхий дахины үүрэг амлалтын хүрээнд Монгол Улсад хөгжлийн бэрхшээлтэй хүүхдүүдэд тэгш хамруулах боловсрол олгож байгаа байдлыг 2019 онд нийслэл хот болон дөрвөн аймгийн 5000 гаруй өрхийг хамруулан хийсэн судалгаанд суурилан судалсан.
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Montefusco, Maria, and Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Edited by Christina Lindström. Nordens välfärdscenter, June 2021. http://dx.doi.org/10.52746/ovbi5427.

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No person with a disability shall be left behind. This report presents suggested indicators for monitoring the implementation of the UN Convention on the Rights of Persons with Disability and Agenda 2030 in the Nordic region. The vision of the Nordic cooperation is to become the most integrated and sustainable in the world by 2030. The vision mirrors the sustainable development goals of Agenda 2030, according to which no-one shall be left behind. Persons with disabilities have the right to inclusion, and the Nordic countries monitor the developments of living conditions for persons with disabilities. All countries have also ratified the Convention on the rights of persons with disabilities and have high ambitions with regard to Agenda 2030. Throughout the region we face similar challenges concerning inclusion. Participation is not equal, not in employment, nor in education, economy, or health. But to improve this we need to see it. Even if a set of indicators is not the only way forward, they can help us measure if we are on the right track. In this report, we suggest a set of indicators that could be developed further and used to follow the developments towards inclusion and measure living conditions. By developing such a set of comparable indicators in the Nordic countries, we can see whether the countries separately and collectively follow the intentions of the UNCRPD to improve the living conditions of people with disabilities. The indicators are also an aid in the work to identify whether we are working correctly to achieve the Agenda 2030 targets.
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Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

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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, July 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 developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Singal, Nidhi. Working in Partnership with Multiple Stakeholders on Global Policy Processes: Disability and Inclusive Education. REAL Centre, University of Cambridge and the Impact Initiative, November 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii355.

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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McGuinn, Patrick. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.

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DEPARTMENT OF DEFENSE WASHINGTON DC. Guidebook on Development and Implementation of Environmental Education and Training in the Military. Fort Belvoir, VA: Defense Technical Information Center, May 2000. http://dx.doi.org/10.21236/ada470555.

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