Inclusive EducationInclusive Education



On the one hand, we are at a relatively early stage in defining and articulating
inclusive practices — however long its ... The global growth of a commitment to
inclusive education has corresponded with a rise in self-doubt and financial ...

Author: Daniels, Harry (Professor in Special Education and Educational Psychology, University of Birmingham)

Publisher: Routledge

ISBN: 9781136361999

Category:

Page: 280

View: 362

This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of "inclusion", and maps out the dilemmas facing its successful implementation.

Special Educational Needs and Inclusive Education Inclusive educationSpecial Educational Needs and Inclusive Education Inclusive education



Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

Author: David R. Mitchell

Publisher: Taylor & Francis

ISBN: 0415284546

Category:

Page: 504

View: 915

Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

Inclusive Education for Children with Special NeedsInclusive Education for Children with Special Needs



A Detailed Bibliography Has Been Included In The Book To Enable The Inquisitive Readers To Pursue The Subject Further. The Students And Research Scholars Of Education Will Find This Book Highly Useful.

Author: Neena Dash

Publisher: Atlantic Publishers & Dist

ISBN: 8126906871

Category:

Page: 136

View: 451

Inclusive Education Is A Worldwide Movement Aiming To Create One Education System That Values All Children To Devise A Classroom That Welcomes All Children Irrespective Of Disability, Community Background, Sexuality, Ethnic Background Etc. The Current Conceptualization Of Children With Special Needs Has Replaced The Negative Labels Of The Past Which Called Disabled Children As Lame, Crippled, Less Fortunate Or Mentally Retarded. The Modern Concept Consider Such Children As Unique Whose Uniqueness May Be Noticed In One Or The Other Dimensions Vision, Hearing, Communication, Adaptive Behaviour, Etc. Researches Are Being Conducted Across The World So That Inclusive Education Can Be Made More Adequate And Thereby Prove More Useful.The Present Book Is A Complete Treatise On Inclusive Education With Particular Emphasis On Children With Special Needs. It Seeks To Find Out How Information/Findings From Researches On Inclusion Can Be Employed To Influence Inclusive Practices In Classrooms In A Positive Way. It Provides Useful Tips And Strategies To Those Who Need To Know As To Why, Whom And How To Include Children With Special Needs In Regular Classroom Activities. The Facts And Findings Stated In This Book In The Form Of Tables, Pictures, Boxes And Small But Separate Sections Will Prove Comprehensible Inputs For School Reforms And Reorganizations To Achieve Full Inclusion. A Detailed Bibliography Has Been Included In The Book To Enable The Inquisitive Readers To Pursue The Subject Further. The Students And Research Scholars Of Education Will Find This Book Highly Useful. In Addition, The Planners, Administrators, Functionaries Of Sarva Shiksha Abhiyan And Social Workers Will Consider It Extremely Informative.

Psychology for Inclusive EducationPsychology for Inclusive Education



This book reframes the contribution of psychology in terms of its relevance to inclusion and shows how psychological theories of learning and human development really are compatible with inclusive education day-to-day.Bringing together a ...

Author: Ruth Kershner

Publisher: Taylor & Francis

ISBN: 9780415390491

Category:

Page: 184

View: 923

What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

Inclusive EducationInclusive Education



A practical guide to working with primary and secondary students who need extra attention.

Author: Tim Loreman

Publisher: Psychology Press

ISBN: 0415356687

Category:

Page: 273

View: 837

A practical guide to working with primary and secondary students who need extra attention. It outlines the principles behind diversity and inclusive policies, and discusses the range of needs teachers can expect to encounter in an inclusive classroom.

CREATING AN INCLUSIVE SCHOOLCREATING AN INCLUSIVE SCHOOL



Written in the same context, the book developed as per the issued directives of NCTE equips its readers with the knowledge, understanding, skills, interests and attitude needed for working in the inclusive schools.

Author: MANGAL, S. K.

Publisher: PHI Learning Pvt. Ltd.

ISBN: 9789388028172

Category:

Page: 336

View: 539

With the proclamation of human rights and impact of the philosophy of humanism, there has been a worldwide call for providing humane treatment to the disabled and putting an end to their isolation. Written in the same context, the book developed as per the issued directives of NCTE equips its readers with the knowledge, understanding, skills, interests and attitude needed for working in the inclusive schools. It acquaints them with all the essentials related to the nature of the different types of disabilities or impairments, diversities and exceptionalities of the children belonging to an inclusive school, the need and means of introducing the required adaptations in the environmental conditions, curriculum, teaching-learning strategies, teaching-learning aids and equipment, methods of assessing the progress of the diverse children, and likewise so many other things and requirements for fulfilling their responsibilities towards the diverse children in the inclusive set-up of the school. It is primarily designed for the students of secondary and elementary teacher education (B.Ed., B.El. Ed., D.Ed.) of the teacher training institutes. KEY FEATURES • Full coverage of the current syllabi prescribed for B. Ed., B. El. Ed. and D. Ed. in a user-friendly language • Comprehensive description of the various aspects of inclusive education and children with special needs (CWSN) such as historical perspectives to disability and inclusive education, needed pedagogical and assessment approaches for CWSN, educational provisions for the disabled at national and international levels, and so forth • Inclusion of recent topics such as learning styles in the context of different types of disabilities and CWSN, forms of exclusions on various grounds including disabilities in Indian education, approaches and models of inclusion, individual education programme, assistive and adaptive technologies, and so on • Comprises chapter-end summary for quick glance of the concepts TARGET AUDIENCE • B.Ed. • B. El. Ed. • D.Ed.

Inclusive EducationInclusive Education



This work illustrates the diverse learning contexts within inclusive education and allows students to chose readings to support their individual interests.

Author: Melanie Nind

Publisher: Routledge

ISBN: 1843120666

Category:

Page: 287

View: 923

This work illustrates the diverse learning contexts within inclusive education and allows students to chose readings to support their individual interests. It shows how inclusive education addresses not just disability but also gender, ethnicity, class, socio-economic position, and children in care.

Inclusive EducationInclusive Education



This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all.

Author: Seamus Hegarty

Publisher: Routledge

ISBN: 9781134754847

Category:

Page: 200

View: 493

The way in which special education is conceived varies around the world, and pratice varies accordingly. One of the current debates concerns the concepts of mainstreaming, integration and inclusion - and whether these are in fact different concepts, or simply differnt terminology. This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all. Using international examples, it clarifies the rationale for inclusion and demonstrates how it can be put into practice.

Inclusive EducationInclusive Education



The aim of this text is to convey the experience of excluded children, their parents, teachers and remaining classmates.

Author: Keith Ballard

Publisher: Routledge

ISBN: 9781135701215

Category:

Page: 200

View: 368

The aim of this text is to convey the experience of excluded children, their parents, teachers and remaining classmates. Looking at all those involved, the book offers reflections on inclusion and exclusion in the context of schools that do not cater well for diversity. The contributors and issues raised are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.

Inclusive EducationInclusive Education



An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep ...

Author: Ann Cheryl Armstrong

Publisher: SAGE

ISBN: 9781446248348

Category:

Page: 176

View: 827

What does inclusion really mean and what impact have inclusive approaches to education had on practice? Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures and concerns. With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading. An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues. Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.

Implementing Inclusive EducationImplementing Inclusive Education



This document contains 25 papers presented at 1993 and 1995 conferences convened as part of a 7-year international project concerned with the integration of children with special educational needs into mainstream schools.

Author:

Publisher: OECD Publishing

ISBN: 9264155899

Category:

Page: 188

View: 698

This document contains 25 papers presented at 1993 and 1995 conferences convened as part of a 7-year international project concerned with the integration of children with special educational needs into mainstream schools. The papers are: (1) "The OECD Project: Integrating Students with Special Needs into Mainstream Schools" (Peter Evans and Don Labon); (2) "Recent Developments in OECD Member Countries" (Don Labon and Peter Evans); (3) "Quality for All: Some Comments about Inclusive Schools from Spanish Educational Reform" (Alvaro Marchesi); (4) "Integration in the Netherlands" (Cor J. W. Meijer); (5) "Factors that Inclusion Must Not Overlook" (Yerker Andersson); (6) "How Systemic Are Our Systemic Reforms?" (Dianne L. Ferguson); (7) "What We Know about School Inclusion" (Gordon L. Porter); (8) "The Changing Roles of School Personnel in a Restructured and Inclusive School" (Kolbrun Gunnarsdottir); (9) "The Quality of Integration Depends on the Quality of Education for Everybody" (August Dens); (10) "Supporting the Classroom Teacher in New Brunswick" (Darlene Perner); (11) "Influences of National Policies on Classroom Teaching and Curriculum Access in England" (Klaus Wedell); (12) "A National Strategy for Enhancing Access to the Curriculum in France" (Patrice Couteret); (13) "Pedagogical, Curricular and Classroom Organisation in Italy" (Lucia de Anna); (14) "Integration in the Ordinary School in Switzerland" (Gerard Bless); (15) "Inclusion-Promoting Factors in the Norwegian Schools" (Ida Drage); (16) "Parental, Advisory and Administrative Support in OECD Countries" (Don Labon); (17) "The Influence of Related Services on Educational Integration in the United States" (Martha Coutinho and Alan C. Repp); (18) "Parental, Statutory and Voluntary Support Services in Belgium" (Jean-Jacques Detraux); (19) "School Organisational Structures Supporting Inclusion in Spain" (Gerardo Echeita); (20) "The Role of Special Education Arrangements in the Shift Towards Less Segregation in the Netherlands" (Aryan van der Leij); (21) "Remedial Tuition in the Ordinary Class for Pupils with Learning Difficulties in Switzerland" (Gerard Bless); (22) "The National Curriculum, Educational Standards and the Local Management of English Schools" (Klaus Wedell); (23) "Models of Funding to Support Inclusion in England and Wales" (Seamus Hegarty); (24) "Fiscal Issues Related to the Inclusion of Students with Disabilities in Schools in the United States" (Thomas B. Parrish); and (25) "Standards and Assessment in the United States Including Students with Disabilities in Public Accountability Systems" (Martha L. Thurlow). (DB)

Special Educational Needs and Inclusive Education Systems and contextsSpecial Educational Needs and Inclusive Education Systems and contexts



Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

Author: David R. Mitchell

Publisher: Taylor & Francis

ISBN: 0415284538

Category:

Page: 520

View: 391

Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

Handbook of Inclusive Education for Educators Administrators and PlannersHandbook of Inclusive Education for Educators Administrators and Planners



This Handbook is a comprehensive manual and guide for practitioners in the field of inclusive and special education.

Author: Madhumita Puri

Publisher: SAGE

ISBN: 0761932666

Category:

Page: 309

View: 671

This Handbook is a comprehensive manual and guide for practitioners in the field of inclusive and special education. It brings together varied models, practices, experiences, first person accounts, and success stories in the day-to-day practice and implementation of inclusive education. Advocating diversity-sensitive and non-segregating educational practices, it presents definite strategies and ways to face the challenges of inclusive education within the general education system.

Inclusive EducationInclusive Education



This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system?

Author: Aimee Howley

Publisher: IAP

ISBN: 9781641139304

Category:

Page: 521

View: 509

This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

Implementing Inclusive EducationImplementing Inclusive Education



This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make ...

Author: Richard Rieser

Publisher: Commonwealth Secretariat

ISBN: 9781849290739

Category:

Page: 348

View: 942

This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make certain that disabled children are fully included in all aspects of the education system.

Inclusive Education for the 21st CenturyInclusive Education for the 21st Century



Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive.

Author: Linda Graham

Publisher: Allen & Unwin

ISBN: 9781760873448

Category:

Page: 440

View: 687

Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.

Inclusive Education Is a Right Right Inclusive Education Is a Right Right



Seeks to engage with researchers, students, education professionals, leaders, advocacy organisations, and people experiencing exclusion to consider human rights in relation to inclusive education.

Author:

Publisher: BRILL

ISBN: 9789004434783

Category:

Page: 226

View: 945

Seeks to engage with researchers, students, education professionals, leaders, advocacy organisations, and people experiencing exclusion to consider human rights in relation to inclusive education.

Leadership for Inclusive EducationLeadership for Inclusive Education



The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the ...

Author: G. Mac Ruairc

Publisher: Springer Science & Business Media

ISBN: 9789462091344

Category:

Page: 188

View: 376

Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.