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Michael Shevlin Eileen Winter Paula Flynn 《International Journal of Inclusive Education》2013,17(10):1119-1133
There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n?=?24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments. 相似文献
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This article presents research into Canadian elementary and secondary teachers’ understandings of inclusion. The research investigates how a sample of 120 teachers in the southern part of Ontario defined inclusion, and the extent to which they believed an inclusive classroom is an effective way to teach all students. The article draws upon literature into how inclusion is currently defined followed by research into the politics of diversity in inclusive education; the latter signals the socio-political aporia which attends many understandings of inclusion. The study employs Nancy Fraser’s conception of justice as requiring redistribution, recognition, and representation; Fraser’s approach also demands attention to issues of recognition as intimately connected with concerns about social status. The findings reveal teachers’ relative lack of attention to issues of resourcing, but considerable emphasis upon issues of representation. While issues of recognition are largely valued, there is a tendency to reify categories of student identity, rather than challenging concerns about the lack of social status attending such foci. The research reveals a push ‘beyond the binary’ of considering teachers’ practices as either inclusive or exclusive, and how teachers’ engagement with resource provision, recognition of learners, and representation of student needs exists along contingent and intersecting spectra. 相似文献
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Burçak Altay Gülnur Ballice Ebru Bengisu Sevinç Alkan-Korkmaz Eda Paykoç 《International Journal of Inclusive Education》2016,20(11):1123-1141
This paper explores the process and outcome of using learner-centred methods to develop students’ empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students’ reflections and feedback on their experience. The workshop process, the student project experience and students’ reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other disciplinary contexts. 相似文献
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Lex McDonald Rasela Tufue-Dolgoy 《International Journal of Disability, Development & Education》2013,60(3):270-284
The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated. 相似文献
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As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented. 相似文献
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Trish McMenamin 《Cambridge Journal of Education》2018,48(5):625-638
In the current education policy environment, inclusion – that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision – is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold. 相似文献
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With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures. 相似文献
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Rauna Keshemunhu Haitembu Rouaan Maarman 《Journal of Research in Special Educational Needs》2023,23(2):116-125
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non-conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non-conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non-conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non-conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non-conformity issues in schools. The study further recommends for the programmes for in-service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in-service teacher training, education officers should provide correct information on gender non-conformity to curb the discrimination towards gender non-conforming learners within the school communities. 相似文献
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Orhan Cakiroglu Macid Ayhan Melekoglu 《International Journal of Inclusive Education》2013,17(8):798-808
The education of students with special needs in an inclusive environment is becoming more widespread throughout the world. Similarly, in Turkey, the inclusion of students with disabilities has also improved. However, current statistical trends and developments within inclusive education are not well known. The purpose of this study is to provide a statistical analysis of special education data, which were obtained from the Ministry of National Education of Turkey. The findings indicate that some statistical components of special education are missing from most official publications of educational statistics and the number of students and the proportions of special education categories in inclusive education vary from year to year. However, in Turkey, the percentage of students in inclusive education, of all students with special needs, is higher than many European countries. The results show that the number of students with special needs, as well as students in inclusive education, has rapidly increased. Turkey needs to focus on improving the schooling rate of students with special needs, and the quality and variety of special education services within inclusive education. 相似文献
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As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers.” The Alberta Journal of Educational Research 56 (2): 124–142] seven areas of essential learning for inclusion, with the addition of Waitoller and Kozleski's [2010. “Inclusive Professional Learning Schools.” In Teacher Education for Inclusion, edited by C. Forlin, 65–73. London: Routledge] idea of ‘critical sensibilities’, this article considers the extent to which a practicum experience in a special school might contribute to learning for inclusion. The main findings of a small-scale qualitative study with 15 South African pre-service teachers suggest that the practicum placement exposes them to children with disabilities and learning difficulties, resulting in a growth of understanding of their learning needs. It also enhances pre-service teachers' ability to plan lessons and draw on a range of instructional strategies to enable learning for all. For some pre-service teachers, however, the practicum convinced them of the benefits of separate special education and the unfeasibility of inclusion. We conclude that a special school practicum has value for pre-service teachers, provided that opportunities are made available for critical engagement with the potential for both inclusion and exclusion of students with special educational needs in different types of school. 相似文献
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全纳教育是一种新的教育理念和教育过程,是世界教育的发展趋势。它倡导容纳所有学生,反对歧视排斥,体现了现代和未来教育的公平、公正以及广大民众时不同层次和有质量教育的需求现状。农业高职院校在自身发展的基础上,如何深入理解、融入扩展了的全纳教育理念,用全纳教育的原则指导教育培训工作,为社会可持续发展服务;如何顺应世界教育的发展趋势,目前应在哪些领域开拓工作等,值得人们很好的思考。积极探索和实践全纳教育理念,对于推动社会知识文化结构提升与进步、经济发展、实现人口素质和生活质量的整体提高等有着重要的现实意义。 相似文献
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Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
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Michelle R. Zitomer 《International Journal of Inclusive Education》2017,21(4):428-440
Teachers are key players in creating inclusive dance education environments. Guided by a conceptual framework of relational ethics, this qualitative study explored the perceptions and practices of four elementary school dance teachers teaching in public schools in two large school districts in Western Canada. Data collection involved interviews, observation, and researcher field notes. Thematic analysis guided data analysis procedures. Analysis revealed six themes connected to teacher perceptions: (a) valuing uniqueness; (b) establishing supportive relationships; (c) becoming pedagogically aware; (d) regarding children’s needs; (e) teaching students about responsibility; and (f) having high expectations. Dance teachers valued inclusion and dance as a means for enabling student movement exploration and discovery of their unique style and ability. By acknowledging and respecting difference, the practice of accommodating diverse learning needs contributed to the learning of all students. 相似文献
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Andreja Istenic Starcic Mara Cotic Matej Zajc 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):729-744
This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI. 相似文献
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Rolf Helldin Örjan Bäckman Helen Dwyer Anders Skarlind Anna J. Hugo Norma Nel Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119
This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. 相似文献
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Elizabeth B. Kozleski 《The Educational forum》2020,84(4):340-355
Abstract Transforming schools requires educators who design learning with the diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and grow together. This inclusive vision must be grounded in education’s historical roots. Our research, practice, and policy communities must work in concert to achieve thriving, healthy communities for all. 相似文献