164 research outputs found
Leadership that promotes the achievement of students with special educational needs and disabilities : support pack
Leadership that promotes the achievement of students with special educational needs and disabilities : full report
Some lessons from international efforts to Foster inclusive education
This paper analyses international developments aimed at finding ways of including all children and
young people in schools. In doing so, it addresses three overall questions: what forms of classroom
practice can help all children to participate and learn? How can such practices be developed? And,
what does this mean for school organisation and leadership? The paper argues that schools already have
much of the expertise that is needed to support the participation and learning of all of their students.
This being the case, the logical starting points for inclusive development within a school are through a
detailed analysis of existing practice and with the sharing of expertise amongst staff members. The paper suggests five propositions that can be used to guide actions to make school systems more inclusive
Promoting inclusion and equity in Latin America: making sense of the challenges
Finding ways of including all children in schools is a challenge facing education systems throughout the world (Ainscow, 2016). In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education, and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward.
This paper uses evidence from our experiences in five Latin America countries (i.e. Chile, Ecuador, Mexico, Paraguay and Uruguay) to address this agenda. In particular, we focus on the following questions:
• What are the barriers that limit the participation and learning of some children in Latin American countries?
• How can these barriers be best understood?
• What does this mean for moving education systems forward?
The analysis presented leads us to describe and reflect on the processes we have used to generate evidence in relation to these questions. As a result, we propose a framework that might be useful to those wishing to review the situation in other countries. We start, however, by outlining the contexts for our work.Organization of American States
Universidad de Málaga. Campus de Excelencia Internacional AndalucÃa Tech
Inclusion and equity in education: making sense of global challenges
This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system
Promoting inclusion and equity in education: lessons from international experiences
This paper focuses on a major challenge facing education systems around the world, that of finding ways of including all children in schools. In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward
El proper pas per a l'educació especial: cal donar suport a la creació de prà ctiques inclusives?
Teaching strategies and approaches for pupils with special educational needs: a scoping study
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