65,587 research outputs found
Inclusive school leaders â their role in raising the achievement of all learners
Purpose
This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.
Design/methodology/approach
This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.
Findings
Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.
Originality/value
Although the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) âto ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.âPeer Reviewe
Current Perspectives on Inclusive Education in the Czech Republic
This paper examines the academic literature describing the development of inclusive education programming within the Czech Republic after the Velvet Revolution. Interviews were conducted with special education professionals, who are researching potential benefits of inclusive education. Additionally, observations from an inclusive third grade classroom give further insight into how an inclusive classroom works. Despite some resistance, the Czech Republic is moving in the direction of inclusive education across the country
Inclusive education: Strategies and opportunities for preparing teachers through the use of ICT in the Italian compulsory school
The focus of this paper is on the importance of preparing teachers for inclusive education through the acquisition of disciplinary competencies and integrated and strategic use of educational technology. The inclusion is a crucial part of the school at the base of the principle of equal opportunities. The paper analyze the use of ICT in the italian scenario - to support the learning of learners with disabilities and special educational needs in inclusive settings within the compulsory school sector. The Article 40 of the Salamanca Framework for Action indicates "Appropriate preparation of all educational personnel stands out as a key factor in promoting progress towards inclusive schools". This means that teachers need to learn the strategies to promote diversity and inclusion strategies in a learning environment for all students, including students with special needs to grow
Inclusive education and social competence development
Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain
Characteristics of Pedagogical Conditions for Preparing Future Primary School Teachers to Interaction with Parents in Terms of Inclusive Education
In the article, based on the scientific sources and empirical material analysis, the pedagogical conditions of future primary school teachers' preparation for interaction with parents in terms of inclusive education have been described. They are: stimulation of future primary school teachers' motivational-value and responsible attitude to the knowledge acquisition, skills and habits of interaction with parents in terms of inclusive education; the use of training facilities for higher educational institutions to acquire future primary school teachers' appropriate competence through: improvement and integration of the professional and professionally oriented academic disciplines content, application of innovative and traditional learning technologies in the context of preparation for interaction with parents in the context of inclusive education; direction of educational and pedagogical practice on experience improvement of future primary school teachers' interaction with parents in terms of inclusive education. It has been specified that only the harmonized observance of all conditions will be a guarantee of qualitative future primary school teachers' preparation to interacting with parents under inclusive education conditions. With the purpose of special teachers training to form future primary school teachers' ability to interact with parents in terms of inclusive education it has been recommended to conduct not only traditional educational and methodological or scientific-practical seminars, but also trainings, coaching, webinars, first of all, in online mode. It has been indicated that such forms of work nowadays become very popular because of their availability, dedication to production and innovation: extra-mural/distance participation; easy access to social networks and websites; the practical nature of the information: empirical material with confirmatory video stories; providing specific advice on decision making in pedagogical situations; the possibility of revising in case of indirect participation and in the situation of certain aspects additional clarification; constant information updating taking into account the most recent trends and so on
Inclusive education in India: interpretation, implementation, and issues
Children with disabilities are a minority that are not prioritised in the context of education programmes in India, although they are often found in many marginalised groups that are catered for if non-disabled ? for example, girls, scheduled tribe, scheduled caste, and other backward caste children. Inclusive education may be a way of merging these childrenâs needs in order to improve school quality and achieve EFA. However, a dominant special needs conceptualisation of IE in India, combined with negative attitudes towards disability, are currently preventing this approach. After exploring the relevance of disability and inclusive education in the context of EFA, this paper analyses the interpretation and implementation of inclusive education in India. The issues and constraints faced by the stakeholders involved, and the implications these may have, particularly for children with disabilities, lead to the conclusion that a twin-track approach to disability may assist not only in improving education access, but also the reconceptualisation of inclusive education as a school quality issue. In the long-term, it is hoped that this could assist in fulfilling the right to education for all children
Inclusive research and inclusive education: why connecting them makes sense for teachersâ and learnersâ democratic development of education
Following pushes from the disability movement(s) and increased interest in children and young people becoming involved in research concerning them, inclusive research is growing within and beyond education establishments. Yet this arena is alive with interesting and largely unanswered questions. This paper discusses some of them: What do inclusive research and inclusive education have in common? Where have the moves towards inclusive (participatory and emancipatory) research happened and why? How viable are the claims to the moral superiority of inclusive research? What kinds and quality of knowledge does inclusive research produce? Finally the question is addressed of what all this means for inclusive education, arguing that inclusive research has under-explored potential to reinvigorate inclusive education and provide new connections to democracy and social justice in education
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Indonesian Teachersâ Epistemological Beliefs and Inclusive Education
A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachersâ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachersâ epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different context
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