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Book part
Publication date: 27 September 2019

Matthew J. Schuelka and Kate Lapham

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and…

Abstract

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.

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Annual Review of Comparative and International Education 2018
Type: Book
ISBN: 978-1-83867-416-8

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Book part
Publication date: 18 January 2021

Joanne Banks

Increasingly, countries around the world are reforming their traditional ‘special educational needs’ funding models, many of which contradict the overarching principles of…

Abstract

Increasingly, countries around the world are reforming their traditional ‘special educational needs’ funding models, many of which contradict the overarching principles of inclusive education as set out in the United Nations Convention on the Rights of Persons with a Disability (UNCRPD). There is growing awareness across countries that the way education systems are financed directly shapes the extent to which schools can be inclusive. Spiralling costs have also influenced governments who have begun calling for ‘cost control’ and greater transparency and accountability in how resources are distributed and monies are spent. In Ireland, calls for a more equitable resource model for students with disabilities in mainstream education resulted in the introduction of a new system of funding which removed the need for diagnosis to receive supports. However, since ratification of the UNCRPD in 2018, Ireland's system of special education is being considered for full reform with the possibility of moving to a system of inclusive education and the removal of special schools and classes. This raises the question: can two separate funding streams, one for general education and one for special education ever exist in an inclusive system? Having one funding model for all students, although the logical choice, is the source of much concern among parents and disability advocates, many of whom fear it will lead to children with disabilities ‘falling through the cracks’ and used by government as a mechanism to reduce spending overall.

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Resourcing Inclusive Education
Type: Book
ISBN: 978-1-80043-456-1

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Book part
Publication date: 20 September 2023

Sokunrith Pov and Sothy Chhy

By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the…

Abstract

By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the rudimentary inclusion concept prevalent in the country. This chapter denotes updates on the progress of policy implementation, progress of inclusive education programmes by sub-sectors, progress of pre-service and in-service teacher training, and challenges of inclusion at school levels. Moreover, it deliberates the perspectives and implications of effective inclusion with a focus on policy support, teacher education reform, availability of data, and monitoring and evaluation paradigm to achieving Agenda 2030 in Cambodia.

Book part
Publication date: 7 December 2021

Sokunrith Pov

Cambodia has been listed among the countries with the highest rates of people with disabilities. From the end of the civil war in 1979, various nongovernment organizations and…

Abstract

Cambodia has been listed among the countries with the highest rates of people with disabilities. From the end of the civil war in 1979, various nongovernment organizations and government agencies have actively worked to provide not only rehabilitation services to the victims of landmines and combats, but also special education services to children with disabilities. This chapter aims to disclose the trends, collaborations, and challenges in the implementation of special education and inclusive education in Cambodia. Secondary data such as scholarly journals, reports, and legal documents were collected through a search of the databases of the Educational Resources Information Center (ERIC), Science Direct, Google Scholar, and the websites of related organizations. The analysis of the literature was carried out by focusing on various themes, including the support services for people with disabilities, special education and inclusive education in Cambodia, collaborations, and professionals in the domain of special education and inclusive education, as well as the laws and policies for people with disabilities. To date, Cambodia continues to have limited capacity to implement various legal provisions and collaborations among professionals. The inclusive education notion that prevails in the Cambodian context remains rudimentary. Furthermore, various emerging barriers hinder the implementation of the inclusive education system.

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Instructional Collaboration in International Inclusive Education Contexts
Type: Book
ISBN: 978-1-83982-999-4

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Book part
Publication date: 25 October 2014

Tim Loreman, Chris Forlin, Dianne Chambers, Umesh Sharma and Joanne Deppeler

This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of…

Abstract

This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

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Measuring Inclusive Education
Type: Book
ISBN: 978-1-78441-146-6

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Book part
Publication date: 4 February 2015

Kyungsook Kang and Young Hyuk Hong

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical…

Abstract

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.

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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: 29 June 2023

Pennee Narot

With the increasing number of refugees and asylum seekers in Thailand, the unfamiliar living and educational environments are barriers and challenges for immigrant children in…

Abstract

With the increasing number of refugees and asylum seekers in Thailand, the unfamiliar living and educational environments are barriers and challenges for immigrant children in inclusive schools. This is because schools are not well equipped to respond to the challenges faced by these children and their parents. At the same time, on the students' side, their parents are grappling with unfamiliar educational and social systems, as well as a language barrier. Although inclusion has been defined by the international declaration, The Salamanca Statement on Special Needs Education, 1994, to ensure access to quality education for all children, national inclusion policies are still only slowly incorporating children from different linguistic and ethnic backgrounds. This study is based on VUCA circumstances and aims to find out what the perceptions of teachers and marginalised students are about the future of inclusive education. A case study was used as an approach to obtaining information in a primary school in a province in the Northeastern region of Thailand with a high density of immigrant workers. Results of the study indicate that changes must be made by policymakers, stakeholders, schools and teachers if classrooms with marginalised students can be truly inclusive.

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Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
Type: Book
ISBN: 978-1-80382-529-8

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Book part
Publication date: 8 August 2016

Amanda Watkins and Serge Ebersold

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts…

Abstract

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts and researchers are aware of the need for data collection at national level that not only meets the requirements of international policy guidelines, but also works within a shared approach so as to promote a synergy of efforts at national and international levels.

Monitoring inclusive education at the system level is increasingly seen as a priority for country and EU level decision-makers. However, what form this monitoring should take and what issues it should focus upon are less clear.

This chapter looks across a number of recent European Agency studies in order to highlight and consider key issues and questions in relation to monitoring the implementation of inclusive education in terms of a system’s efficiency, effectiveness and ability to be equitable for all learners.

By drawing upon the findings of European Agency work considering a range of policy priority areas, it is possible to highlight a number of common factors that apply to monitoring the dimensions of efficiency, effectiveness and equity in different educational contexts or systems.

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Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

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Book part
Publication date: 25 October 2014

Suzanne Carrington and Jennie Duke

There is a need for a more critical perspective and reporting about the value of taking a model of inclusion developed in western countries and based upon the human rights ethos…

Abstract

There is a need for a more critical perspective and reporting about the value of taking a model of inclusion developed in western countries and based upon the human rights ethos applying it in developing countries. This chapter will report firstly on how the Index for Inclusion (hereinafter referred to as the Index) was used in Australia as a tool for review and development; and secondly how the process of using the Index is adjusted for use in the Pacific Islands and other developing nations in collaborative and culturally sensitive ways to support and evaluate progress towards inclusive education. Examples are provided from both contexts to demonstrate the impact of the Index as an effective tool to support a more inclusive response to diversity in schools.

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Measuring Inclusive Education
Type: Book
ISBN: 978-1-78441-146-6

Keywords

Book part
Publication date: 27 September 2019

Meenakshi Srivastava

The legislative progress in India to make education inclusive has shown promise over the past few years. However, the process of implementation does not match up to it. The…

Abstract

The legislative progress in India to make education inclusive has shown promise over the past few years. However, the process of implementation does not match up to it. The objective of education is to include students with special needs in regular schools where required preparation and support is not enough. Inclusive practices are seen in physical infrastructure as well as in the curriculum and educational activities. Support means not only financial assistance but also preparing schools, heads of schools, teachers, students, and communities to be inclusive in their minds and actions. In addition, it should be reflected in student outcomes in terms of academic and social participation. To begin with, several positive sparks could be seen in schools in having a special educator, resource rooms, and adaptations in curriculum, teaching methods, evaluations, and an alternative education. Visibility and attendance of students with special needs in schools has increased which is a huge change. However, the question remains about their sustainability and outcomes. This chapter presents insights and practical aspects of inclusive practices, their implementation, and challenges for students with special needs in India.

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