Mainstream inclusion, special challenges; strategies for children with BESD

This study investigated the leadership strategies that are currently being used in mainstream primary and middle schools to effectively include children with behavioural, emotional and social difficulties (BESD). The impact that this inclusion has on other members of the school community was examined, and any strategies in place to ensure that the experience was as positive as possible for all were also considered. Four schools were visited, and interviews carried out with members of the leadership team and support staff working directly with BESD children. The schools had nominated themselves on the basis of their good practice in this area. Although the sample was small, care was taken to ensure the validity of the results and so limited conclusions can be drawn. Schools were generally in agreement regarding the main challenges of including BESD children; namely, disruption to classes, increased stress for staff and impact on other children. However, all had successful strategies in place to combat these, the most effective being where a whole-school approach was taken, with the leadership team clear about their vision for inclusion and leading by example

Head and Heart and Hands: Necessary Elements of Inclusive Praxis

When David called for the physically disabled grandson of Saul, Mephibosheth, to dine at the king’s table, he was demonstrating an extraordinary level of inclusion. This paper reports data gathered as part of a programme of inquiry into the efficacy of the Full Inclusion model of special education; discusses how educators might progress from a mere head-knowledge of what is right, to a heart conviction of what should be done; and then explores a hands-on approach of how educators might more effectively do the right thing. Additional phenomenological data are reported from practicing teachers regarding their experience with the inclusion of students with special needs

An Evaluation of a Unified Sports Football Pilot Project

A preliminary report on the evaluation of the Special Olympics Europe/Eurasia Unified Football Pilot Project.There is growing support in European societies for the total inclusion of people with intellectual disabilities in all aspects of the community. Sport provides a means for supporting this integration process.Unified Sports is one mechanism for promoting social inclusion through sport. Unified Sports is a Special Olympics initiative that provides opportunities for sportsmen with and without intellectual disabilities to play on integrated sport teams. This experience allows athletes and partners to develop sport skills, have meaningful competition experiences, and create long lasting friendships.In 2005, Special Olympics Europe/Eurasia developed a school-based pilot project that merged the Special Olympics school curriculum SO Get Into It with Special Olympics Unified Football. The goals of this pilot project were to improve the sport skills, social skills, and self-esteem of students with and without intellectual disabilities. In addition, the project aimed to improve the understanding and acceptance of students without disabilities towards people with intellectual disabilities.Special Olympics Europe/Eurasia and Special Olympics, Inc., commissioned the Special Olympics Global Collaborating Center (GCC) at the University of Massachusetts Boston to implement a comprehensive evaluation of this pilot project.The findings of this evaluation suggest that this model of Unified football has been successful in promoting social inclusion. Though separated by their educational settings, these students with and without intellectual disabilities have come together on the playing field to learn about sport and one another

Inclusion and the Ethic of Care: Our Responsibility as Christian Special Educators

This essay explores one teacher\u27s motivation to advocate for more inclusive practices for students with IEPs as a Christian response to applying the ethic of care in public school settings. Additionally, it charges teacher education programs at Christian universities to prepare teacher candidates to apply the ethic of care to their work with students with special needs in response to their faith. Special educators, who listen, show up, and advocate can make a profound difference for their students

Understanding inclusion in Cyprus

This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully support the active inclusion and participation of all children in the school life. Overall, the framework is grounded on three key themes emerging from the research: inclusion is concerned only with the education of specific groups of children; the medical model is still prevalent within inclusion discourse; and inclusion is understood as consisting of different levels. As a result, a restructuring and transformation of inclusive education are necessary so as to reduce marginalisation and exclusion of many children and in particular those who have been identified as having special educational needs. © 2013 Taylor & Francis

Analisis Keuangan Inklusif: Studi Kasus Daerah Istimewa YOGYAKARTA

This study aims to analyze of financial inclusion in special region of Yogyakarta. Financial inclusion is a means to promote financial sector especially for easy banking services and financial access for people. The level of financial inclusion each district in special region of Yogyakarta will be measured by using the index of financial inclusion. Factors that affecting of financial inclusion that is GDRP, Literacy and Road Ratio, that will be analyzed using a panel regression with cross section of 5 districts/cities from 2004-2013. The results show that the level of financial inclusion in special region of Yogyakarta is classified as low, indicated by the value of financial inclusion index less than 0.3. Almost all districts/cities in special region of Yogyakarta have low level of financial inclusion, except Yogyakarta city. GDRP positively affect the level of financial inclusion in special region of Yogyakarta. While the Literacy rate and the Road Ratio negative affect of financial inclusion in special region of Yogyakarta