共查询到20条相似文献，搜索用时 31 毫秒
1.
《Journal of Further & Higher Education》2012,36(4):399-409
This paper considers the growing concern of 'including' permanently excluded students from schools and pupil referral units (PRUs) into a further education environment. The author looks at how further education and PRUs can collaborate to ensure the educational and social success of students who have been permanently excluded from school and some of the issues surrounding it. 相似文献
2.
Gilada Avissar 《Journal of Research in Special Educational Needs》2018,18(3):149-156
Mainstreaming and inclusion of students with special educational needs in regular education, challenge traditional concepts and common practices. Traditionally, special education has been a parallel yet separate educational system. Even though there is almost universal agreement on the goals of inclusion and mainstreaming, special education schools have proved to be resilient and still exist in many countries. One approach to promoting the goal of inclusion is the establishment of collaborative partnerships between special and mainstream schools. This paper will discuss models of such partnerships based on a literature review and visits to partner special and mainstream schools in Israel. Positive elements of these partnerships as well as challenges involved are presented. 相似文献
3.
Johan Malmqvist 《Emotional and Behavioural Difficulties》2016,21(4):344-360
Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning. 相似文献
4.
Anne Shaw 《British Journal of Special Education》2017,44(3):292-312
For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended. 相似文献
5.
The inclusion of children with special needs in mainstream regular schools has been seen as the best practice in special education provision, most markedly since the 90s. International research has provided amassing evidence towards the advantages of inclusive model over a segregation model of special education provision. However, nearly two decades after the signing of the international pledge, namely the Salamanca Statement (UNESCO) towards accepting inclusive education, Malaysia has not yet fully gained the momentum to implement inclusive education for children with special needs, especially for children identified within the category of learning disabilities. Because of the delay in policy implementation, inclusive education remains sparingly practiced in some schools without formal support. This study aims to investigate a scenario of this practice in a mainstream primary school via interviewing the regular teachers. The ultimate aim of this investigation is to identify ways to move forward from the current practice of ‘unconscious inclusion’. 相似文献
6.
Megan Tones Hitendra Pillay Subhas Chandra Jennifer Duke Rukh Mani Joseph 《International Journal of Disability, Development & Education》2017,64(5):497-513
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji. 相似文献
7.
Bente Lilljan Lind Kassah Deborah Phillips 《International Journal of Disability, Development & Education》2018,65(3):341-354
Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana. 相似文献
8.
The Green Paper Excellence for All Children ( DfEE, 1997 ) set out an agenda for the future of special needs provision which was further endorsed by Meeting Special Educational Needs: A Programme for Action ( DfEE, 1998 ). Amongst the recommendations made within these documents was a reappraisal of the role of special schools to support increased opportunities for inclusion. This paper reports on research conducted in one English local education authority (LEA) to examine an approach to develop greater links between a special school and a number of mainstream schools, with the intention of enabling pupils with complex needs to be supported in mainstream classrooms. The research focused upon the procedures which had been developed to support pupils through a period of transition from segregated to mainstream education, and considered those conditions which had been created in order that inclusion might succeed. 相似文献
9.
PANAYIOTIS ANGELIDES 《International Journal of Inclusive Education》2013,17(4):407-422
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
10.
In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children. 相似文献
11.
Jonathan Glazzard 《Support for Learning》2014,29(1):24-38
This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have been identified as having special educational needs. The story presented in this article illustrates powerfully the inherent injustice of the performative culture which pervades education and the effects of this discourse for children with special educational needs and their teachers. I argue that a policy change is needed to create a more equitable education system and that, in the absence of such a change, schools such as the one presented here will risk being categorised as failing schools. This will have disastrous consequences for the teachers' careers, children's self‐concepts and the inclusion agenda itself. 相似文献
12.
Chris Forlin 《International Journal of Inclusive Education》2013,17(4):433-443
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied. 相似文献
13.
Integration of individuals categorized as having special educational needs in mainstream schools has become a dominant policy in many countries. Changes in recent years in the field traditionally called "special education" have significantly influenced the education of deaf and hard of hearing individuals. The movements against segregation and toward integration and, more recently, inclusion, have created the conditions for educational changes, not only in mainstreaming but in special education. The article brings to light the views and experiences of deaf and hard of hearing people as students at special schools and mainstream schools, in order to compare the two systems from the viewpoints of those involved and to explore the possible implications of these views and experiences for the development of the educational system in Cyprus regarding inclusive education. Particular attention is given to improvement of the education of deaf and hard of hearing children. 相似文献
14.
Collaboration as a cornerstone of effective school inclusion is an idea that has high theoretical currency among many scholars in the areas of special education and educational leadership. The challenge for educational practitioners is to find ways to implement high-quality special education programs collaboratively amid the public call for school efficiency and accountability. Accordingly, the primary purpose of the qualitative research project reported in this article was to examine inherent challenges in the implementation of school inclusion programs in ten public schools in North Louisiana over a three-year period. Data collection methods included participatory observation, semi-structured interviews with nine teachers and three principals in four schools, two focus groups, and a document search. The findings revealed the critical and challenging role of the principal for establishing collaborative cultures for successful school inclusion. Additionally, special education teachers and general education teachers experienced intrapersonal and interpersonal value conflicts in the pursuit of educational equity amidst a climate of school accountability. 相似文献
15.
Lesley Abbott 《International Journal of Inclusive Education》2013,17(6):627-643
Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern Ireland head teachers interpret inclusion in the nursery, primary, post‐primary and special sectors. Those in mainstream schools showed whole‐hearted commitment to the philosophy and practice of inclusion, and could critically examine what they have achieved so far. However, they recognized persistent and varied constraints both within and beyond their schools. Head teachers in the special sector perceived their schools to have a multiple role in providing for pupils with the greatest need, reintegrating those on placement into their regular schools, and offering outreach support to mainstream colleagues. The implications for all aspects of teacher education were identified, for beginning teachers, for more experienced practitioners and for the head teachers themselves. A number of key factors were suggested to make inclusion work. 相似文献
16.
This study compared survey responses of teachers from a reform‐based programme focused on promoting inclusion‐based classrooms, namely Project WINS (Winning Ideas Network for Schools) schools, with teachers from non‐Project WINS schools with regard to their attitude about inclusion in the classroom. Surprisingly, the results of this study revealed no differences between the two groups of teachers on most facets of inclusion. The one significant difference found a greater preference for inclusion by non‐Project WINS teachers with regard to classroom climate. The study also revealed a higher preference for inclusion for teachers with higher self‐reported expertise in special education regardless of what group the teacher was surveyed from. Findings from this study indicate the need for further research and improvements in training methods for Project WINS and similar programmes that attempt to change teachers’ attitudes towards inclusion as an important first step in improving practice in inclusion‐based classrooms. As the movement for more inclusion in schools increases, administrators, special educators and teachers are caught in the midst of the tide. Proponents of inclusion believe change is needed now, but those not in favour of such changes recommend not implementing inclusion without further research ( Snyder, 1999 ). In addition, schools need assistance in developing and implementing policies and practices that will lead to an effective inclusion experience for all parties involved ( Johnson, 2000 ). The primary purpose of this study was to further this research by examining attitudes related to inclusion of teachers participating in a programme implemented in middle schools with the explicit goal of fostering effective inclusion‐based classrooms. Second, we tested the relationship between perceived expertise in special education and attitudes towards inclusion. Below we briefly describe some of the factors that research has shown to influence teachers’ level of acceptance of inclusion‐based classrooms. 相似文献
17.
18.
Peder Haug 《Emotional and Behavioural Difficulties》2014,19(3):296-310
The article has two parts. Part one deals with some historical developments in the field of special education in Norway. There has been a change in formulated policy from a clearly segregated system, then integration and mainstreaming and now intentions about inclusion as an ideal. The second part is about children with behavioural difficulties and especially children diagnosed with ADHD (Attention Deficit and Hyperactivity Disorders) and how they are treated within the education system. Knowledge about these children’s situation is not very well developed or widespread in the Norwegian education system. The numbers of children with an ADHD diagnosis vary a lot between schools. Both diagnosis and treatment connected to ADHD have been highly controversial in Norway, as in many other countries. The gap between ideals and realities is a striking element in special education in Norway and also for these children. The inclusion criteria have not been met. The reasons for this are discussed. 相似文献
19.
The process of organizational socialization sheds light on the difficulty of a university program to effectively socialize its special education teacher candidates into believing and acting on theories of inclusion for students with disabilities in public schools. In general, people are socialized by prior experiences, then the university, then the workplace. In this case, the workplace socialization exists prior to participation in the university setting and in conjunction with it potentially complicating traditional university socialization. This study explores how prospective special education teachers in a moderate/severe special education teacher credential program adopt, adapt, and redefine the concept of inclusion. An analysis of their use of the term “inclusion” in semi-structured interviews draws attention to the degree to which they have or have not been socialized into believing and acting on inclusion at their schools. 相似文献