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1.
ABSTRACT

The focus of this paper is upon an examination of the ‘direction of travel’ in European countries from special needs education to inclusive education – a development influenced by the Salamanca Statement. The 1994 Salamanca Statement argued that inclusive schools provide ‘an effective education for the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system’ (ix). Underpinning this assertion are issues around special needs and inclusive education are financed. The paper will examine the degree to which the critical issue of financing has – or has not – changed across European countries since Salamanca. This examination takes retrospective look at key issues identified in the European Agency 1999 study of funding models for special education in 17 European countries, compared and contrasted with those identified in a 2016 study of approaches to funding inclusive education in 18 European countries. This paper argues that the essential issues underpinning their financing mechanisms have changed very little. For many European countries, changing systems of financing of inclusive education can still be seen as a key lever for achieving the goal of more widespread inclusion of learners with special educational needs, as outlined in the 1994 Salamanca Statement.  相似文献   

2.
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable distribution of resources. This paper examines the system of SEN funding in Ireland during a period of policy change. Using data from a National Survey of Schools, we examine the profile and distribution of students across different school contexts to assess the extent to which the existing funding model targets those most in need. Findings show that the current through-put funding system broadly targets students with SEN but in any new model, there is room for greater differentiation in the allocation of funding, particularly within disadvantaged school contexts. The paper highlights the need for further discussion around how we conceptualise special education in mainstream education. We argue for greater emphasis on student outcomes and school accountability where SEN funding is received to support students.  相似文献   

3.
Background:?In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in earlier research could be caused by positive effects for some students, and negative effects for others.

Purpose:?This study investigated whether there is a relation between inclusive education and the academic achievement and socio-emotional functioning of typical students, and, more importantly, whether inclusive education affects the achievement and socio-emotional functioning of more and less intelligent typical students differently. Furthermore, we investigated whether differences occur by type of SEN of the included students. Here, we made a distinction between students with behavioural, cognitive and other problems.

Sample:?A representative sample of 27,745 students without SEN in Dutch primary education from a large cohort study in the Netherlands was used.

Design and methods:?Language and arithmetic tests were used to assess academic achievement. For socio-emotional functioning, both teacher and student questionnaires were used. A non-verbal IQ test was used to assess student intelligence. Based on the number of students with diagnosed SEN, the students without SEN were divided into several groups: typical students with no, a few and more than a few students with (certain types of) SEN in their class. Multi-level regression analyses were used to compare these groups.

Results:?For academic achievement, no differences were found between students without SEN in inclusive and non-inclusive classes. In this, we found no differences between intelligent and less intelligent typical students. For socio-emotional functioning, some differences were found, but the practical importance of these differences is unclear, since the effect sizes were small. The functioning of typical students does not meaningfully differ by type of SEN of the included students.

Conclusions:?The findings of this study are interesting in the light of the ongoing inclusion debate. Arguments against inclusive education often concern an assumed adverse effect on typical students. As in this study, hardly any differences were found between typical students in inclusive and non-inclusive primary school classes, this research strengthens the scientific evidence in support of inclusive education.  相似文献   

4.
ABSTRACT

Inclusive education of disabled students has been promoted in European disability policies. However, the transition process from more segregated system is slow. The purpose of this study was to provide an insight about different types of schooling of disabled children affected by a rare disease across Europe and to evaluate their and caregivers’ well-being. We analysed data from a cross-sectional study (BURQOL-RD) of persons with rare diseases that cause intellectual and/or physical disability: Prader-Willi syndrome, fragile X syndrome, three types of mucopolysaccharidosis and Duchenne muscular dystrophy. The sample consisted of 359 children aged 6–17 and 269 caregivers from eight European countries. Results showed differences between countries in proportion of students placed in special schools, which are still valid option in countries such as Germany, France or UK. Within the inclusive education modalities, lack of special support for disabled students was observed especially in low-income countries. No association between the type of schooling and quality of life was observed, but the subjective caregivers’ burden seems to be higher in special schools. The study shows existent differences in implementation of inclusive education in Europe. More research is needed in the field of rare disease disability and educational needs.  相似文献   

5.
Although the need for a better understanding and deconstruction of the barriers that underpin and impede the realisation of inclusive education in many developing countries is acknowledged, few studies focus specifically on exploring how stigma affects the choices that parents in developing countries make on behalf of their children. This paper contributes to the understanding of the stigma experience of mothers of children with special educational needs (SEN) in a Nigerian context. The aim of the study was to explore how parents’ interpretation of stigma directed towards their children with SEN affects the educational decision they make on behalf of these children. The study consisted of eight interviews with mothers of children with SEN in Lagos, Nigeria. Specifically, stigmatisation of children with SEN was found to be underpinned by a ‘non-materialistic’ culture and worldviews that construct disability as ‘non-normal’. Findings also uncover a range of coping mechanisms adopted by mothers to deal with courtesy stigma and stigma stress. Theoretical and practical contributions to the literature on stigma and inclusive education are subsequently discussed. Theoretically, we introduce and discuss the import of ‘stigma transference’ (the different modes that stigma can be transferred from one individual to the other) and practically, we discuss implications of findings for anti-stigma intervention.  相似文献   

6.
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction.  相似文献   

7.
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.  相似文献   

8.
There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Specific implications for teacher education in relation to SEN in England are considered.  相似文献   

9.

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

  相似文献   

10.
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non‐government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of ‘efficiency and effectiveness’ in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus — from funding government and non‐government schools in relation to government schools, to both government and non‐government schools — within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non‐government schools into sector‐specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity.  相似文献   

11.
ABSTRACT

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.  相似文献   

12.
Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards.

Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education.

Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy.

Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data.

Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses.

Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus.  相似文献   

13.
Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the ‘goodness' of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying ‘consciousness of responsibility' towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education.  相似文献   

14.
Abstract

This paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions.  相似文献   

15.
This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities.  相似文献   

16.
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool.  相似文献   

17.
Abstract

Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This article recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in special educational needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive ‘subject’ is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The article explores theoretical frameworks that are essential for recognising meaning in education when subjects cannot be put to work.  相似文献   

18.
Hearing children's voices in the early years   总被引：1，自引：0，他引：1  
《Support for Learning》2004,19(4):169-174
In this article Hannah Mortimer explores how even very young children can be consulted and included when planning for their education and needs. This allows early years practitioners to ensure that the children they support have equal opportunities, feel involved and successful in their learning and play, and are given activities and interventions to suit their interests and strengths. Various approaches are described here for including young children with special educational needs (SEN) and other disabilities in their foundation stage education. These include observation and interpretation, talk‐through approaches, play‐based assessment and intervention, use of art‐work, role play and stories, welcome profiles and personal records, increasing all children's awareness of SEN and developing inclusive and enjoyable approaches for everybody.  相似文献   

19.

A range of initiatives aimed at a more gender‐inclusive science curriculum has developed in many countries. In this paper five countries are used to illustrate these developments. They have occurred usually in the context of relevant policy statements, but sometimes in the absence of a policy, through activists, often outside the school system. At times policies developed within the education system act in opposition to a change towards greater gender equity in science education. However, when policies are in place and made visible, and where feedback and adequate monitoring are required change has occurred. The successful incorporation of gender equity awareness and practices into the professional role and practice of teachers requires adequate resources to support change.  相似文献   

20.
This paper examines recent historical, social and economic factors in Albania and Serbia, identifying similarities and differences that have a bearing on the provision of education. The focus is on the education of children with difficulties in learning and/or disabilities (the term ‘special needs’ is used for brevity). The paper provides a summary of the past and present situation of children with special needs in both countries. The role and motivation of international non‐governmental organizations (NGOs) involved in funding and developing inclusive educational policies and practices in both countries are examined. There are substantial barriers to inclusive education in Albania and Serbia. These are identified and discussed before examining more recent positive developments in both countries. Two individual examples of schools that are making progress are profiled, one from each country. Finally, the prospects for the future in both countries are examined, and the prediction made that in‐country efforts and developments will result in further slow and uneven progress towards inclusive education in Albania and Serbia. For any of this to happen, however, it will be important that conditions of economic recovery, social stability, the political drive towards Europe and its inclusive standards, and further help from international NGOs, prevail.  相似文献   

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