Relevant bibliographies by topics / The inclusive school

Contents

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

Academic literature on the topic 'The inclusive school'

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

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Journal articles on the topic "The inclusive school"

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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey
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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 (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
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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i
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A. Villa, Richard, and Jacqueline S. Thousand. "Creating and sustaining inclusive school." Journal of Science, Educational Science 60, no. 6BC (2015): 5–11. http://dx.doi.org/10.18173/2354-1075.2015-0103.

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Kozibroda, Larysa V., Oksana P. Kruhlyk, Larysa S. Zhuravlova, Svitlana V. Chupakhina, and Оlena M. Verzhihovska. "Practice and Innovations of Inclusive Education at School." International Journal of Higher Education 9, no. 7 (2020): 176. http://dx.doi.org/10.5430/ijhe.v9n7p176.

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The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the r
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Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal, and Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school." Comunicar 29, no. 66 (2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.

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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight session
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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.

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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors,
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Dissertations / Theses on the topic "The inclusive school"

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Coelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.

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A educação inclusiva está hoje presente nas políticas educativas, procurando criar na escola um espaço de educação para todos tal como está previsto nos documentos internacionais subscritos por Portugal, como a Declaração de Salamanca e a Convenção dos direitos da pessoa com deficiência. Estas mudanças acarretam grandes desafios para os profissionais que atuam no espaço escolar. A forma como cada profissional perspetiva a inclusão é assente em atitudes que consequentemente se refletem nas suas práticas educacionais. O objetivo do presente estudo é compreender as atitudes e práticas dos docente
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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was
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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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Hepp, Tina L. "The establishment of an inclusive elementary school." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THepp2007.pdf.

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Nakayama, Antonia Maria. "Educação inclusiva: princípios e representação." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07122007-152417/.

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O objetivo geral desta tese é definir os princípios da Educação Inclusiva, organizados a partir da Legislação atual, principalmente da Declaração de Salamanca de 1994, com o intuito de apontar parâmetros de avaliação da escola em seus processos de ensinar cada uma das crianças e jovens. Tem como objeto de estudo as questões de preconceito e discriminação, que geram mecanismos de exclusão, principalmente os referentes às questões de capacidade, étnico raciais, gênero e socioeconômicas. O intuito do estudo teórico foi o de conceituar a inclusão e a exclusão, historicamente presentes nos processo
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Williams, Lilly Jacqueline 1964. "Membership in inclusive classrooms: Middle school students' perceptions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282410.

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Adolescents at this age seriously contemplate who they are, who their friends are, and with whom they belong. The purpose of this qualitative research study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. Two inclusive middle schools were selected which consisted of 6th, 7th, and 8th grade levels. A total of fifty-one middle school students participated in the main study, of whom four students had severe disabilities. Seven focus group discussions and 16 individual interviews were co
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Marks, Lori J. "Increasing Reading Performance in Inclusive Middle School Classrooms." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3571.

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

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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three
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Barros, Cláudia Margarida Sousa de. ""Inclusão é sair das escolas dos diferentes e promover a escola das diferenças"(Maria Tereza Mantoan, 2003)." Bachelor's thesis, [s.n.], 2013. http://hdl.handle.net/10284/3944.

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Projecto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Serviço Social<br>A escola atual encontra-se perante o desafio de responder, com efetividade, às Necessidades Educativas Especiais, de uma população escolar cada vez mais heterogénea, e de construir uma Escola Inclusiva. Este trabalho tem como temática central compreender e conhecer a percepção de jovens e adultos sobre Educação Inclusiva, procurando refletir a partir do conhecimento concreto que têm sobre a matéria. Assim, procuramos perceber quais as políticas e
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Books on the topic "The inclusive school"

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Creating an inclusive school. Continuum, c2008., 2008.

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Gary, Thomas. The making of the inclusive school. Routledge, 1998.

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Inclusive leadership. Jossey-Bass, 2006.

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Tsokova, Diana. Diverse perspectives on inclusive school communities. Routledge, 2012.

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Developing inclusive school practice: A practical guide. D. Fulton, 2001.

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Slee, Roger. The irregular school: Exclusion, schooling, and inclusive education. Routledge, 2011.

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Exclusion from and within school: Issues and solutions. SensePublishers, 2011.

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P, Tracy-Bronson Chelsea, ed. The educator's handbook for inclusive school practices. Paul H. Brookes Publishing Co., 2015.

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Idol, Lorna. Creating collaborative and inclusive schools. Eitel Press, 1997.

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Creating collaborative and inclusive schools. Pro-Ed, 2002.

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Book chapters on the topic "The inclusive school"

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." In Theory into Practice. Routledge, 2021. http://dx.doi.org/10.4324/9780203764121-9.

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Sugrue, Ciaran. "Inclusive Schools: Challenging Leadership?" In Unmasking School Leadership. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9433-6_7.

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Ashman, Adrian F. "School and Inclusive Practices." In The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-70892-8_8.

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Middleton, Tristan, and Lynda Kay. "Effective Inclusive Partnerships." In Using an Inclusive Approach to Reduce School Exclusion. Routledge, 2019. http://dx.doi.org/10.4324/9780429455407-12.

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Nyaga, Dionisio. "New Possibilities for School Curriculum." In Inclusive Education in African Contexts. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_10.

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Dorczak, Roman. "Inclusion Through the Lens of School Culture." In Leadership for Inclusive Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4_5.

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dos Santos Carmo, João, Gabriele Gris, and Livia dos Santos Palombarini. "Mathematics Anxiety: Definition, Prevention, Reversal Strategies and School Setting Inclusion." In Inclusive Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_24.

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Orbach, Lars, Moritz Herzog, and Annemarie Fritz. "Math Anxiety During the Transition from Primary to Secondary School." In Inclusive Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_25.

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Wills, Rod, and Stephen A. Rosenbaum. "The Problematics of Inclusive Education in New Zealand Today." In Tales from School. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_9.

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Mitchell, David, and Dean Sutherland. "Strategy 27: Transition from school to post-school environments1." In What Really Works in Special and Inclusive Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-39.

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Conference papers on the topic "The inclusive school"

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Ajiningsih, Catur Rina, Ibnu Syamsi, and Haryanto Haryanto. "Character Education in Inclusive School." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.31.

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

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusio
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Ichsan Anshory, AM, and Delora Jantung Amelia. "Problematics of Inclusive Schools at the Elementary School Level." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.072.

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Anggraini, Lanny, Zulfiati Syahrial, and Robinson Situmorang. "Learning Process in Inclusive Primary School." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282245.

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

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Stračárová, Nikola. "A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatia
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Madanih, Rahmawati. "How inclusive schools work: an experience from Lazuardi Global Islamic school." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.33.

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Wibowo, A. M., and Titi Prihatin. "The Diffusion Innovation of Madrasa Ibtidaiya Inclusion from Regular School to Inclusive." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.040.

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matuzahroh, Ni', and Yuni Nurhamida. "School Community Role In Implementing Inclusive Education." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.18.

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Mudjito, A. K., Dr Sujarwanto, and Muhammad Nurul Ashar. "Management of Inclusive School Curriculum in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.46.

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Reports on the topic "The inclusive school"

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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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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Bonnet, Brittany. Empowering the Voice of the Female Student: A Gender Inclusive Approach to the High School Language Arts Curriculum. Portland State University Library, 2015. http://dx.doi.org/10.15760/honors.149.

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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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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra
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Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha, and Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.

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Allier-Gagneur, Zoé, and Caitlin Moss Coflan. Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0025.

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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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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education jo
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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