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Book part
Publication date: 4 February 2015

Vicki Barnitt, Phyllis Jones and Daphne Thomas

This chapter explores a US state-endorsed tool for reviewing district, school, and classroom inclusive practices. The Best Practices for Inclusive Education (BPIE…

Abstract

This chapter explores a US state-endorsed tool for reviewing district, school, and classroom inclusive practices. The Best Practices for Inclusive Education (BPIE) assessment tool was developed through a collaborative initiative between state personnel, University faculty, and representatives from a federally funded technical assistance project, Florida Inclusion Network. The tool supports a facilitated review and subsequent action planning for greater inclusive practices that includes learners with severe intellectual disabilities. This chapter describes the BPIE process and offers examples of its application in districts across Florida with particular reference to practices that support learners with severe intellectual disabilities.

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Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

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Book part
Publication date: 4 February 2015

Meaghan M. McCollow, Jordan Shurr and Andrea D. Jasper

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has…

Abstract

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

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Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

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Book part
Publication date: 9 May 2017

Juhani Lehtonen, Auli Toom and Jukka Husu

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study…

Abstract

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

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Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 9 May 2017

Nancy Molfenter and Cheryl Hanley-Maxwell

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental…

Abstract

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.

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Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 25 October 2016

Diana Rogers-Adkinson and Daryl Fridley

This chapter provides a brief overview of the inclusive education movement as related to educator preparation. External influences that have driven the push for more…

Abstract

This chapter provides a brief overview of the inclusive education movement as related to educator preparation. External influences that have driven the push for more blended educational training for all educators, regardless of discipline, are discussed, and recommended practices for inclusive educator preparation programs are provided. In addition, systemic approaches to inclusive education and high impact practices from both the general education and special education disciplines are highlighted.

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General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

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Article
Publication date: 7 September 2021

David Shiyam Kirupainayagam and Jayaranjani Sutha

The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to…

Abstract

Purpose

The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.

Design/methodology/approach

Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.

Findings

The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.

Research limitations/implications

Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.

Originality/value

This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 9 May 2017

Deborah Taub, Megan H. Foster, Ann-Marie Orlando and Diane L. Ryndak

The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied…

Abstract

The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied to inclusive practices, and the in-school and post-school outcomes when students have OTL. Research will be provided that supports positive in-school and post-school outcomes, when students are provided equitable learning opportunities in inclusive contexts. Given the difference in possible outcomes for students with ESN when they do and do not have OTL, excluding them from general education contexts, where they have the best access to the intended and enacted curricula, is both unethical and limiting to society as a whole.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 9 May 2017

Roseanna Bourke

This chapter explores underlying ethical tensions and dilemmas that arise through assessment practices used by teachers, specialist teachers, and other educators in…

Abstract

This chapter explores underlying ethical tensions and dilemmas that arise through assessment practices used by teachers, specialist teachers, and other educators in determining a child’s learning. An ethical dilemma arises when teachers are aware that an assessment is not the narrative that best represents the child, and in doing so, further perpetuates the deficit orientation toward learning. While the policy context may reflect a strong commitment to inclusive classrooms and communities, assessment policies and well-intentioned school practices can marginalize students with high needs, simply because the assessment tools are not suitable. Ethical issues in the day-to-day formal and informal assessment practices used by teachers are explored; practices that serve to reinforce for learners who struggle what they “cannot do” or “do not want to do.” Ethical assessment practices that allow the dignity of the learner to be upheld through a celebration of learning, however incremental, are needed. As outlined in this chapter, some decisions made by teachers are not their own, as pressures from outside their control influence the decisions they make. Policy directions can influence the focus of assessments, and unwittingly create the ethical dilemmas teachers face. When teachers question and challenge assessment policies and practices, they can initiate change for all learners. This might include challenging the status quo and finding other ways to include students, more visibly, in their own assessment. In these ways, ethical dilemmas can be addressed and new understandings of assessment emerge.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 9 May 2017

Agnes Gajewski

This chapter explores professional ethics within inclusive education. The conceptualization of inclusion is founded on ethical principles, as it concerns issues of equity…

Abstract

This chapter explores professional ethics within inclusive education. The conceptualization of inclusion is founded on ethical principles, as it concerns issues of equity, access, justice, and care. Many would argue that inclusion is a fundamental right, supported by the Salamanca Statement (1994) and the United Nations Convention on the Rights of Persons with Disabilities (2006). Internationally, educational systems have adopted inclusive education in varying capacities and structures. Nevertheless, the ethical dimensions of inclusion are often absent in theoretical and practice related discussions of inclusion in teaching and learning. The nature of professional ethics within inclusive schooling is presented, with an examination of ethical dilemmas, challenges, and tensions, grounded in empirical data, that occur in the nuances of a teacher’s work.

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Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Article
Publication date: 29 April 2020

Edda Óskarsdóttir, Verity Donnelly, Marcella Turner-Cmuchal and Lani Florian

This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school…

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Abstract

Purpose

This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.

Design/methodology/approach

This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.

Findings

Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.

Originality/value

Although the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

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