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Journal articles on the topic 'The inclusive school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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

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Lynn Boscardin, Mary, and Stephen Jacobson. "The inclusive school." Journal of Educational Administration 35, no. 5 (1997): 466–76. http://dx.doi.org/10.1108/09578239710184600.

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Denti, Louis G. "Towards Inclusive School." Topics in Language Disorders 17, no. 4 (1997): 84. http://dx.doi.org/10.1097/00011363-199708000-00011.

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

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

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Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion." Journal of special education : theory and practice 17, no. 3 (2016): 263–82. http://dx.doi.org/10.19049/jsped.2016.17.3.11.

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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad

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Powell, Donna, and Adrienne E. Hyle. "Principals and School Reform: Barriers to Inclusion in Three Secondary Schools." Journal of School Leadership 7, no. 3 (1997): 301–26. http://dx.doi.org/10.1177/105268469700700305.

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Explanatory case studies were used to examine the change to inclusion in three secondary schools using Fullan (1982, 1991). Findings support Fullan's perspectives and indicate a lack of understanding about inclusion as well. In sum, these schools had implemented the programs they defined as inclusive, but none of the schools were implementing inclusive programs.

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Osiname, Ayodeji Tolulope. "Utilizing the Critical Inclusive Praxis: The voyage of five selected school principals in building inclusive school cultures." Improving Schools 21, no. 1 (2017): 63–83. http://dx.doi.org/10.1177/1365480217717529.

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This article integrates relevant literature with the lived experiences of five school principals regarding how they utilized different leadership styles to build an inclusive school culture. The conceptual framework – a Critical Inclusive Praxis, including culture, change, leadership, inclusion and challenge – provided a base for the literature and field research. The framework reinforces principals’ responsibility to continuously transform the school through reflective, critical and dialogical action in order to nourish and sustain a strong culture. The study shows that it is essential that p

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López-López, María del Carmen, María José León Guerrero, and Emilio Crisol-Moya. "Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q." Education Sciences 11, no. 9 (2021): 511. http://dx.doi.org/10.3390/educsci11090511.

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The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirme

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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors e

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Zidniyati, Zidniyati. "Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (2020): 308–29. http://dx.doi.org/10.14421/al-bidayah.v11i2.350.

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This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implem

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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. "Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. http://dx.doi.org/10.1891/1945-8959.14.3.270.

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This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Prese

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Sanchez casallas, Alexa Ximena. "HUMANIZANDO LA ESCUELA A TRAVÉS DE LA EDUCACIÓN INCLUSIVA Humanizing the school through the inclusive education." EDMETIC 7, no. 1 (2018): 107. http://dx.doi.org/10.21071/edmetic.v7i1.10042.

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Resumen:Este artículo tiene como objetivo presentar una reflexión, producto de un proceso de investigación profesoral en el cual se retoman dos elementos fundamentales de análisis: la esencia humanizante y transformadora que el proceso de educación inclusiva y el rol de docente han tenido en las últimas décadas.Para esto se realiza inicialmente una revisión de cuatro fases que organizan los momentos por los que ha pasado la escuela en referencia a los procesos inclusivos. En segundo lugar, se establecen aquellos aspectos que constituyen una educación inclusiva de calidad, resaltando ésta como

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Pandia, Weny Savitry Sembiring, and Margaretha Purwanti. "Teachers' perceptions of school climate in inclusive schools." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (2019): 27. http://dx.doi.org/10.21580/pjpp.v4i1.3357.

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Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed diff

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Clark, Catherine, Alan Dyson, Alan Millward, and Sue Robson. "Theories of Inclusion, Theories of Schools: deconstructing and reconstructing the ‘inclusive school‘." British Educational Research Journal 25, no. 2 (1999): 157–77. http://dx.doi.org/10.1080/0141192990250203.

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MacKinnon, Cheryl, Jillian Roberts, and Jaimie Wylie. "Creating Inclusive School Environments." Canadian Journal of School Psychology 31, no. 1 (2015): 17–26. http://dx.doi.org/10.1177/0829573515616211.

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

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

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Ocete Calvo, Carmen, Javier Pérez Tejero, and Javier Coterón López. "Propuesta de un programa de intervención educativa para facilitar la inclusión de alumnos con discapacidad en educación física (Propose of an educative intervention program for inclusion of children with disability in general physical education)." Retos, no. 27 (March 5, 2015): 140–45. http://dx.doi.org/10.47197/retos.v0i27.34366.

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En este trabajo se presenta el diseño y estructura de un programa de intervención educativa en Educación Física: «Deporte Inclusivo en la Escuela». La propuesta, destinada a profesores y alumnos de Secundaria y Bachillerato, persigue promover la práctica deportiva inclusiva en los centros educativos, dando a conocer los diferentes deportes paralímpicos, para concienciar sobre la situación de las personas con discapacidad en la práctica deportiva. El diseño está basado en las teorías del Contacto y del Comportamiento Planificado, ambas evidenciadas como eficaces para la formación de actitudes.

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Nes, Kari. "The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective." Research in Comparative and International Education 4, no. 3 (2009): 305–20. http://dx.doi.org/10.2304/rcie.2009.4.3.305.

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Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive

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Morilla Portela, Pablo. "RELACIÓN ENTRE LA EDUCACIÓN INCLUSIVA Y LA CALIDAD DE VIDA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 2 (2016): 499. http://dx.doi.org/10.17060/ijodaep.2016.n2.v1.17.

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Abstract."Inclusive education" is a new way of living education, whereby, all the subjects have place in the educational system and where every student, is enriched by this diversity. This study shows how children without Special Educational Needs (SEN), enrolled in a school with High Degree of Inclusion, show higher levels in the Quality of Life as well as in several dimensions, compared to those students enrolled in a traditional educational system. Through this research, it is also shown how students who have joined the school with High Degree of Inclusion, have higher scores in the Quality

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Makoelle, Tsediso Michael, and Valeriya Burmistrova. "Funding inclusive education for equity and social justice in South African schools." South African Journal of Education 40, no. 4 (2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2037.

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The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive educat

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Crisol Moya, Emilio, and Mª Asunción Romero López. "El liderazgo inclusivo como estrategia para evitar el abandono escolar: opinión de las familias." Educatio Siglo XXI 38, no. 2 Jul-Oct (2020): 45–66. http://dx.doi.org/10.6018/educatio.414871.

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Hablar de inclusión a nivel de centro inevitablemente lleva consigo hablar de una relación activa y positiva entre familia y escuela. En esta línea, se ha constatado la importancia de la participación de las familias en los centros escolares y su consecuente mejora en el rendimiento académico del alumnado; considerándose un factor clave en la prevención del abandono escolar. Este artículo se centra en determinar la perspectiva de las familias respecto al liderazgo inclusivo desarrollado por los equipos directivos, tales como los procesos de apertura hacia la comunidad y acciones que promuevan

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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.

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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programm

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Turner, Eileen, and Steve Waterhouse. "Towards inclusive schools. Sustaining normal in-school careers." Emotional and Behavioural Difficulties 8, no. 1 (2003): 19–31. http://dx.doi.org/10.1080/13632750300507003.

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Azorín-Abellán, Cecilia María. "The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools." Revista Colombiana de Educación, no. 75 (July 1, 2018): 39–58. http://dx.doi.org/10.17227/rce.num75-8100.

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The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diag

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Zollers, Nancy J., Arun K. Ramanathan, and Moonset Yu. "The relationship between school culture and inclusion: How an inclusive culture supports inclusive education." International Journal of Qualitative Studies in Education 12, no. 2 (1999): 157–74. http://dx.doi.org/10.1080/095183999236231.

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Gajdošová, Eva, Veronika Bisaki, and Silvia Sodomová. "An Inclusive Secondary School in Bratislava." Acta Technologica Dubnicae 6, no. 3 (2016): 44–65. http://dx.doi.org/10.1515/atd-2016-0019.

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Abstract The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, bo

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Hansen, Janne Hedegaard, Charlotte Riis Jensen, Mikkel Christian Lassen, Mette Molbæk, and Maria Christina Secher Schmidt. "Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion." Journal of Educational and Social Research 8, no. 2 (2018): 9–19. http://dx.doi.org/10.2478/jesr-2018-0011.

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AbstractThe article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of communi

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Hoppey, David, William R. Black, and Ann M. Mickelson. "The Evolution of Inclusive Practice in Two Elementary Schools: Reforming Teacher Purpose, Instructional Capacity, and Data-Informed Practice." International Journal of Educational Reform 27, no. 1 (2018): 22–45. http://dx.doi.org/10.1177/105678791802700102.

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This qualitative case study focuses on the evolution of inclusive school reform in two elementary schools in a large metropolitan district. Four central themes that emerged during data analysis are highlighted: (1) Unifying a vision: Reframing special education; (2) Developing collaborative structures for inclusion; (3) Increasing confidence and capacity: The importance of data-informed practice; and (4) Negotiating district and state constraints on inclusive practice. This article concludes with a discussion of the study's implications for inclusive school reform as well as directions for fut

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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial in

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Budiarti, Nugraheni Dwi, and Sugito Sugito. "Creating Inclusive Culture of Elementary Schools." Jurnal Ilmiah Peuradeun 6, no. 2 (2018): 307. http://dx.doi.org/10.26811/peuradeun.v6i2.237.

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Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were I

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Voinea, Mihaela, and Alina Turculet. "Promoting inclusive school culture through leadership—Case study in Romanian schools." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 321–27. http://dx.doi.org/10.18844/prosoc.v6i1.4184.

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One of the greatest challenges for 21st century school is to rethinking school culture for human diversity. Among the factors contributing to the ethos of the inclusive school, most specialists emphasise the importance of leadership, of the managerial team that both through conception and through its own behaviour promotes cooperation, human diversity, tolerance, open mind-set and help offering. The purpose of this research was to identify the factors of the leadership, which are involved in promoting a culture of inclusion. The research in question was embedded in a constructivist–interpretiv

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Mogollón, Dileidys Elena, and Bariozka Falla. "The inclusive school: challenges and opportunities for school psychologists." Alteridad 9, no. 2 (2014): 92–107. http://dx.doi.org/10.17163/alt.v9n2.2014.01.

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Lunde, Anders. "K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders." Exceptionality Education International 30, no. 2 (2020): 51–67. http://dx.doi.org/10.5206/eei.v30i2.11081.

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The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include

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Yazicioglu, Tansel. "Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools." Journal of Education and Learning 9, no. 1 (2020): 87. http://dx.doi.org/10.5539/jel.v9n1p87.

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The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018&ndash;2019

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ANGHEL, Gabriela Alina, and Mariana DOGARU. "School education in the context of inclusive education policies." ICOANA CREDINTEI 4, no. 8 (2018): 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.

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Mansbridge, Lesley. "Developing an inclusive secondary school." Race Equality Teaching 23, no. 3 (2005): 18–23. http://dx.doi.org/10.18546/ret.23.3.05.

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CORBETT, JENNY. "Inclusive education and school culture." International Journal of Inclusive Education 3, no. 1 (1999): 53–61. http://dx.doi.org/10.1080/136031199285183.

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Denisova, Olga, Olga Lekhanova, Valentina Ponikarova, and Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers." SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.

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Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of i

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