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1.
In the process of educational reforms for promoting equity and inclusion in education, pre‐service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This study is an attempt to explore factors related to pre‐service teachers’ preparedness for inclusive education in Bangladesh. The current study is an extension of the work completed in previous studies and specifically examined participants’ attitudes and factors that influenced their attitudes. Following a mixed method design, this multi‐phase study measured 1,623 pre‐service teachers’ attitudes towards inclusive education in phase 1. By applying a multiple regression procedure, several variables were identified that impacted on pre‐service teachers’ attitudes towards inclusion. The results indicated that Bangladeshi pre‐service teachers hold a less positive attitude towards the inclusion of children who have high support needs (that is, those who use Braille or sign language, or those who need to have an Individualised Academic Programme). In order to better understand the findings about apprehensive attitudes among pre‐service teachers, semi‐structured interviews were conducted with six institutional heads of pre‐service teacher education institutions. The interviews provided a new perspective on apprehensive attitudes among participants. Several curriculum reform suggestions are made that may have implications for policy‐makers and researchers in Bangladesh and beyond.  相似文献   

2.
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.  相似文献   

3.
Continued discrimination towards, and exclusion of, children with special needs, combined with the high dropout rate of students from socio-economically disadvantaged backgrounds, creates considerable pressure on the inclusive education (IE) reform initiatives of developing countries. To minimise the challenges to implementing IE reform policies into classroom level practices, education systems need to apply strategies which are contextually useful. Bangladesh has introduced a number of policies and acts to support IE reform in regular schools. In the past, there were few and limited empirical studies in the context of primary education, which focus on IE. Recently, a number of studies conducted in Bangladesh have identified some contextual issues underpinning IE implementation. This paper reports on three such doctoral studies that investigated issues related to the implementation of IE policy in primary schools in Bangladesh. This paper focuses on the implications of the major findings of those studies. It is expected that the contextual evidence and implications of the findings will help primary education development programmes implement IE policy more successfully.  相似文献   

4.
ABSTRACT

The Salamanca Statement is held as a high-water mark in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and Education for All [UNESCO 1998. From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All. Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of ‘crisis’ and ‘austerity’ where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric?  相似文献   

5.
This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs.  相似文献   

6.
ABSTRACT

This paper considers the challenges of promoting inclusive education in geographically isolated rural communities in Bangladesh. Inclusion is explored from both government and non-government (NGO) providers, and identifies challenges and opportunities for implementing inclusive practices. Challenges for implementing inclusion are linked to poverty, gender inequality, ethnicity, remoteness, language barriers, issues for children with disabilities, and the negative impact of climate (e.g. monsoonal flooding, landslides, and other natural calamities that beset Bangladesh on a regular basis) as well as the current humanitarian crisis with the Rohingya children now in Bangladesh. While there is sometimes a mismatch between government policy and the literature on inclusion in relation to practical implementation at the local level, opportunities for inclusion come with the dedication and passion of educators who provide teacher training about inclusive education, assistive technologies (Braille materials, hearing aids, etc.), multi-lingual education (MLE) materials, and advocacy by reaching out to parents and community members. Findings indicate that characteristics such as culture, the development of local resources, and the climate of the local context need to be considered in developing relevant inclusive policy to enact effective geographical inclusive practices in rural Bangladeshi communities.  相似文献   

7.
This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made.  相似文献   

8.
This scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and support measures to be made available for all children with special needs in local mainstream schools. We analysed Czech language and English language peer-reviewed specialist literature to see how these changes have been reflected in current education research. The eighteen studies reviewed provide a complex picture of facilitators and barriers at the level of inclusive culture, policy and practice. Even though progress towards inclusive education in the Czech Republic has been notable, there are still systemic and attitudinal barriers to the education of all children.  相似文献   

9.
Since the end of World War II, a distinct community of organizations has emerged in high-income countries to promote `development' in the low-income countries of Africa, Asia, and Latin America. This paper examines some of the effects of these organizations and the professionals they have produced on international educational norms and conventions, as typified by the 1990 World Conference on Education for All. I suggest that organizational variables, such as professionalism and resource dependence, rather than nation-state interests and dominance alone, explain the standardization of Western models of mass education in international conventions and declarations.  相似文献   

10.
This case-based study of two school reform efforts in the USA examines how the process of inclusive education works for SEN students and the extent to which these students and their teachers feel as though they are an integral part of school reform. At its heart, this study focuses on three central questions. Do the philosophy, process, practices and organizational structures of these school reform movements promote inclusion for all students? What is the impact of the schools' practices and principles on individual students? What conditions and contexts best promote inclusion, and which ones act as barriers to successful inclusion? The schools in these two school reform movements provide powerful examples of how changes in school organization, climate, curriculum and instructional strategies build on the strengths of students, staff and community to create optimal learning results for all students. In this study, the perception of pedagogical and political ‘gaps’ between school effectiveness reform agendas and inclusive education reveal a narrow, rational-technical view of reform. The hope for the future is that the growing efforts in support of inclusive education within the broader socio-political and constructivist school reform movements, exemplified by the schools in this case study, will become an influential counter-force for social justice and disability-rights' action in schools everywhere.  相似文献   

11.
《Africa Education Review》2013,10(3):292-310
Abstract

This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.  相似文献   

12.
Productive pedagogies and the challenge of inclusion   总被引：1，自引：0，他引：1  
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion.  相似文献   

13.
While many policies, pieces of legislation and educational discourse focus on the concept of inclusion, or inclusive education, the field of education as a whole lacks a clear, precise and comprehensive definition that is both globally sensitive and based in social justice. Even international efforts including the UN Convention on the Rights of Persons with Disabilities and the Education for All action merely reproduce efforts in the West, especially those of the United States and the United Kingdom. The current article proposes a definition for inclusive education that is both globally sensitive and centred around social justice for individuals with exceptionalities.  相似文献   

14.
The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article, Kirsten Kristensen, consultant in inclusive and special needs education for many countries in East Africa, Martin Omagor-Loican, Commissioner for Special Needs Education, Negris Onen, Principal Education Officer for Special Needs and Inclusive Education, both at the Ministry of Education in Sports in Uganda, and Daniel Okot, co-ordinator for the Diploma in Special Needs Education at Kyambogo University, provide an account of their study of 15 such schools. The findings from the study indicate a striking need for reform and transformation. While Uganda has an advanced structure for training teachers in special needs education, the quality of education and educational materials in special schools, is poor. Often children are admitted to special schools without proper assessment of their educational needs and the resources are not available to provide them with an appropriate range of experiences. The authors of this article call for a thoroughgoing review of provision and make a series of coherent and persuasive recommendations for developments in policy and practice focused on enabling special schools in Uganda to play an essential role in future as resource centres supporting an inclusive education system.  相似文献   

15.
Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed.  相似文献   

16.
"全纳教育"呼唤中国完善特殊教育政策和教育立法   总被引：1，自引：0，他引：1  
"全纳教育"是有影响的国际共识之一。意大利、美国、英国等发达国家是世界上较早实施全纳教育政策的国家,拥有成熟和完善的"全纳教育"体系。将这些国家的"全纳教育政策"与中国的特殊教育政策进行对比,可以找出中国特殊教育政策的不足。国际与国内的教育发展形势需要中国在"全纳教育"基本理念的指导下完善特殊教育政策和特殊教育立法。  相似文献   

17.
Inclusive education emerged as an idea within United Nations Educational, Scientific and Cultural Organization’s Special Education Unit and was presented as a new way ahead at the ‘World Conference on Special Needs Education’ in Salamanca in 1994. Since then, it has been on the global agenda as the overriding political objective within education. In spite of this, the international agreement, on an ideological basis, was not initially founded on a common interpretation of the meaning of ‘inclusive education’. However, the Salamanca Statement reflected clearly the idea of overcoming the divide between regular and special education. After 20 years, a vast amount of research and numerous reports and national strategies for implementing inclusive education, there are in these a lack of agreement over a common interpretation of inclusive education. Since 1994, the concept inclusive education has explored the world, so to say, without having landed, and the effort of giving it a clear working definition has thus far been elusive. In order to create a possible common ground for the mutual interpretation of inclusive education, I argue that it is important to see inclusion as an ethical issue. It is crucial to ask again what the purpose of inclusion is. To this end, it is vital to see inclusive education not just as a social and structural matter about how various aspects of a school are organized to meet diverse children’s needs in terms of personnel, pedagogical methods, materials and cultural structures, but also to see inclusive education as an ethical issue. Inclusion impinges on ethical questions because it is for the purpose of something. It conveys something that is valuable. Consequently, I find it pertinent to investigate the ethical aspects of inclusion. I do so in this article, firstly, by juxtaposing different interpretations for inclusive education in the literature. Secondly, I suggest some ethical aspects of inclusion in light of the so-called ‘capabilities’ approach.  相似文献   

18.
ABSTRACT

This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.  相似文献   

19.
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes. These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina AcedoEmail:
Clementina Acedo   (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries.  相似文献   

20.
广西经贸职业技术学院积极推进国际化产教融合模式办学改革,在集中跨国优质资源,构建产教融合发展共同体;打造跨国合作新平台,推进产教融合协同育人;推广产教融合标准,提升中国职教国际影响力;推进产教协同创新,服务东盟中小企业发展;深化国际化办学改革,树立国际交流合作品牌等方面开展办学实践。在构建中国-东盟职教共同体背景下,未来职业院校国际化产教整合需要加强政策规划对接,明确产教合作方向;创新产教融合模式,服务高水平开放合作;打造产教融合新机制,推进高水平协同育人。  相似文献   

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