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1.
This article examines the emergence and evolution of New Labour's landmark educational policy; namely that of inclusion. The author, Alan Hodkinson, associate professor at the Centre for Cultural and Disability Studies at Liverpool Hope University, illuminates his conceptual difficulties in attempting to define what inclusion was and what inclusive education became during the latter part of the twentieth century and first decade of the twenty‐first century. Throughout this article he endeavours to observe and define inclusive education in England through the employment of critical analysis of teacher discourse and examination of the vocabulary of inclusion. The article's contextual precept is that, rather than creating a brave new world for equality and social justice, inclusive education here was rendered illusionary by the actors who colonised and striated inclusion's space upon a stage of competing policy initiatives and practicalities of educational settings.  相似文献   

2.
This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools.  相似文献   

3.
This article examines education of children belonging to marginalised groups, with particular reference to children with disabilities, within the Indian context. Based on an analysis of post‐independence Government documents, various educational provisions made available for children with disabilities are discussed. It explores the Indian Government’s focus on the development of special schools, its efforts towards integration, and the more recent emphasis on inclusive education. Furthermore, it attempts to elucidate “inclusive education” as understood in various official documents. The article concludes by arguing for a need to develop a contextual understanding of inclusive education that is reflective of current educational concerns in India.  相似文献   

4.
ABSTRACT

It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse.  相似文献   

5.
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically.  相似文献   

6.
This paper focuses on the experiences of British parents who have children identified with ‘special education needs’ within mainstream education. Expectations of mainstream education can have a negative affect on parents when a child is unable to maintain his or her education within a mainstream school. In England and Wales, ‘inclusion’ within mainstream schools is implemented by the current government and promoted as anti‐exclusionary. However, current research indicates that actual ‘inclusion’ (the child experiencing inclusion as well as being placed in a mainstream environment) is not necessarily occurring in practice. As it stands, the conflict is between desires to embrace difference based on a philosophy of ‘equal rights’ (‘inclusive’ education) and prioritising educational performance, structuring it in such a way that it leaves little room for difference and creativity due to the highly structured testing and examination culture. Qualitative analysis of parents who have children identified with special educational needs indicate that they have hopes and expectations for their children. These hopes and expectations are challenged recurrently.  相似文献   

7.
The era of New Labour government has witnessed unprecedented growth in inclusive education policies. There is, however, limited evidence that policies have increased disabled children’s inclusion. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on inclusive education take their cues from wider neo‐liberal constructions of social exclusion; ideas that point to the personal deficits of the excluded rather than social barriers and inequalities that systematically exclude. Increasingly narrow definitions of educational success are likely to add to this exclusion. This mirrors New Labour’s broader social inclusion agenda in emphasising ‘conditional’ inclusion and an increasingly utilitarian approach to social policy. New Labour, it is argued, needs to review the lessons of history in reducing disabled children’s educational exclusion if real progress is to be made. Warnock’s recent attack on the principle of inclusive education makes this review all the more urgent.  相似文献   

8.
This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small‐scale, UK‐based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow‐up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources.  相似文献   

9.
This study examined the barriers to inclusion in one primary school in the north of England. Qualitative data were collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the school were varied and ranged from highly inclusive to highly exclusive. Some teachers worked in good faith to develop effective inclusion for learners with special educational needs. Conversely, other teachers displayed negative attitudes towards these pupils and this impacted negatively on the school's commitment to inclusion. Lack of funding, resources and training were identified as key barriers to inclusion. Parental resistance to inclusion was also evident within the context of this school and there was a strong feeling that the inclusion agenda was problematic in the context of the standards agenda. Despite these issues there was a strong sense that practitioners should be willing to commit to the principles of inclusive education and the study considers some ways in which schools can advance their practice in this respect. Within this study the term ‘practitioner’ is used to represent teachers and teaching assistants.  相似文献   

10.
In many countries, education policies are shifting towards inclusive education. Human rights have always been an important argument for this development, but the effects on students should be an important factor when designing policies. In this review, therefore, literature on the effects of inclusion on both students with and without special educational needs is described. The review covers not only effects on cognitive development, but also socio-emotional effects. In general, the results show neutral to positive effects of inclusive education. The academic achievement of students with and without special educational needs seems to be comparable to non-inclusive classes or even better in inclusive classes. However, there may be some differential effects for high- and low-achieving students without special educational needs. Regarding social effects, children with special educational needs seem to have a less favourable social position than children without special educational needs.  相似文献   

11.
Tony Booth 《Prospects》2011,41(3):303-318
This article considers the inclusive development of teacher education, drawing on changes made for the new edition of the Index for Inclusion. It defines inclusion as putting inclusive values into action and sets out a values framework for education. It critiques approaches to inclusion that are confined to the mainstream participation of children categorized as “having special educational needs”. It suggests inclusive development as a heading for all compatible principled interventions in schools but argues that having a singular approach to development is more important than the name it is given. It attempts to fill a gap in thinking about inclusion by suggesting the structure for a values- and rights-based curriculum for schools. It suggests that besides preparing teachers to promote inclusion in schools, teacher educators who wish to promote inclusion from within universities and colleges must attempt to put inclusive values into action in the cultures, policies, and practices of their own institutions.  相似文献   

12.
Special educational provision in the Republic of Ireland has experienced significant changes in the past decade. A combination of interrelated factors including litigation, legislation, parental advocacy and international developments has radically altered the landscape of special education. As a result of these changes the move towards establishing inclusive learning environments appears irreversible though many critical issues remain to be addressed at this time of transition. This study examines how key stakeholders in primary education perceive the challenge of responding appropriately to increased diversity. The results indicate that many barriers remain in the development of inclusive learning environments. The conceptual understanding of special educational needs (SEN) was seriously deficient and this affected the coherence of policy and service delivery. The system lacked strategic leadership, according to participants, and this restricted the capacity to support schools. School capacity to deliver quality education for children with SEN was constrained by the serious shortfall in the range and level of skills required and opportunities for professional development available. There was strong support for the principle of inclusion into mainstream though this was principally perceived in terms of the development of socialisation skills. It was concluded that in this transition phase schools required strategic leadership from policy‐makers to address the many challenges that remain in the establishment of inclusive learning environments.  相似文献   

13.
全纳教育:概念及主要议题   总被引：6，自引：0，他引：6  
全纳教育是通过增加学习、文化和社区参与,减少教育系统内外的排斥,应对所有学习者的多样化需求,并对其做出反应的过程。全纳教育的主要议题包括:(1)残疾儿童的全纳;(2)艾滋病病毒感染/艾滋病与健康教育;(3)少数民族的全纳(宗族、语言和宗教);(4)移民、难民和国内迁移儿童的全纳;(5)社会包容;(6)性别;(7)灾难风险减少教育。全纳教育思想与"两全"教育工作的指导思想并不矛盾,建议在中国国家报告中和国家其他相应政策文件中采用这个概念。中国作为一个最大的发展中国家,推进全纳教育仍是国家一项最基本的任务,政府在推进全纳教育中毫无疑问要承担最主要的责任,必须高度重视灾难风险减少教育。  相似文献   

14.
Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources.  相似文献   

15.
This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works together to address those individual needs, helping the child to reach their full potential. Data was gathered through interviews from fourteen members of teaching and support staff within one primary school in the North of England, identified by the Office for Standards in Education (Ofsted) as being an inclusive school. Findings report that in order to make inclusion effective for all children, practitioners acknowledged the importance of collaborative practice within the school, with outside agencies and parent partnership. A number of barriers to effective inclusion were also highlighted, including inadequate pre-service training, the national curriculum, mandatory testing at the end of key stages and school funding.  相似文献   

16.
Increasing numbers of pupils with autism spectrum disorder (ASD) are attending mainstream schools. However, the available evidence suggests that they face a number of barriers that may prevent them from making the most of their education. In particular, recent research has suggested that they are more likely to be bullied, and typically report receiving more inconsistent social support than children with other or no special educational needs. In light of this, the aims of the current study were to identify the role social support plays in determining pupils' response to bullying and to identify barriers to the development and utilisation of social support when bullying occurs. Thirty‐six participants with ASD (age range 11–16 years), drawn from 12 secondary mainstream schools in the north‐west of England, were interviewed as part of a larger study examining inclusive education for this particular group of learners. Data were transcribed verbatim and subjected to thematic analysis, and a theoretical framework for understanding the responses to bullying and use of social support among pupils with ASD was subsequently developed. Key themes in the framework included the role played by potential advocates and their perceived efficacy in providing support, pupils' relationship histories and a lack of trust in other people. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

17.
Within the last decade, the government of Cyprus has encouraged and supported the education of children assessed as having special needs into the mainstream educational system. With the existing arrangements, however, many pupils who experience difficulties within schools (and many of those are pupils who have been integrated from special schools) are marginalized or even excluded from teaching. This paper looks at the existing arrangements of special education in Cyprus by analysing local practice to identify barriers to inclusion, to consider ways of improving schools and classrooms in relation to policy‐making, and to see how to go forward towards inclusive education. Using four stories from the author’s involvement with one school, and reflecting on them, the author presents what was seen as barriers to providing more inclusive education.  相似文献   

18.
The future of educational provision for pupils with special educational needs can be seen to be central to educational debate across Europe and the USA. Legislation from many countries has focused upon the means by which the achievement of a more inclusive education system can be achieved. This article suggests that whilst the socio‐political and moral arguments for inclusion have been well established, insufficient attention has been given to the development of an understanding of classroom practices which are conducive to creating an inclusive education system. The moral imperative for inclusion is clear and few teachers would deny that a move towards a more equitable education system should be regarded as a priority. Yet, moves towards the achievement of greater inclusion have been slow. Existing research has demonstrated that under some circumstances inclusion can be efficacious, yet many teachers remain uncertain with regard to its implementation in their schools. This article argues that there is a need to move forward from debating the justification of inclusion and to shift efforts in the direction of an analysis of effective classroom practice to meet the needs of those pupils who are currently presenting the greatest challenges to teachers.  相似文献   

19.
This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration.  相似文献   

20.
This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature.  相似文献   

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