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Achievement and Inclusion in Schools
Abstract
There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children. Challenging this basic assumption, Achievement and Inclusion in Schools argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to have the opportunity to participate fully in education. Packed with vivid case studies that explore the benefits and tensions for children and schools, this book sets out to answer the following questions: What is the nature of the relationship between the inclusion of some children and the achievement of all? Are there strategies which can raise the achievement of all children, whilst safeguarding the inclusion of others who are more vulnerable? What changes can a school make to ensure high levels of inclusion as well as high levels of achievement for all its children? Achievement and Inclusion in Schools offers an up-to-date analysis of current issues, provides practical guidance for practitioners and policy-makers, and will be of interest to anyone passionate about inclusive education. © 2007 Kristine Black-Hawkins, Lani Florian and Martyn Rouse. All rights reserved.
... School improvement is often defined as a movement away from exclusive practices towards more inclusive and equitable ones. This movement is seen to have a positive direction when there are improved learning outcomes and levels of participation among CYP with SEND (Florian, Black-Hawkins, and Rouse, 2017). The process is to take away obstacles to the 'presence, participation and achievement of all students' (Ainscow, 2019, p.214). ...
... TLs aim is to form action coalitions where co-operative activity transforms school culture, ethos, policy, and practice toward a common good. The collective condition of TL has been shown to be an essential to the formation of inclusive schools (Corbett, 1999;Black-Hawkins, Florian, and Rouse, 2017) and supportive of positive pupil outcomes (Sun and Leithwood, 2012). IL positions leadership within a learning-centred and learner-centred values system. ...
... Common principles for approaches to school improvement founded on Instructional Leadership (IL), Transformational Leadership (TL) and Instructional Leadership (IL) (see section 2.6), include a values position on power that is distributive in character. That is, the default position is to distribute decision making power across a learning community so that hierarchical processes of transformation are resisted in favour collaborative ones (Black-Hawkins, Florian, and Rouse, 2017). In this sense, responsibility for SEND is not abdicated to those who are assumed to be specialists or those who have 'the right kind of temperament' for working with SEND, rather everyone has ownership for developing the learning community as a more inclusive entity. ...
This paper focusses on emancipatory careers coaching for social justice and proposes a practical tool for use with school leaders who are working to improve the inclusiveness of their schools. It draws on a study of 75 school leaders working on a programme of peer review in a city in England. The programme was named the Special Educational Needs and Disability (SEND) Peer Challenge Programme and through it, participants worked collaboratively to evaluate and improve the quality of inclusive practice in the City’s mainstream (ordinary) schools. The study used inductive qualitative content analysis (QCA) to form a coding agenda which was then applied to a deductive analysis of 24 SEND Peer Challenge school reports. These reports were collaboratively produced by leaders engaged in the SEND Peer Challenge Programme to summarise the outcomes of the process. Following final QCA reduction, the research identified six value constructs that were live and relevant for school leaders in the City related to collectivism, collaboration and mutuality. These value constructs are also live in the field of inclusive education more widely. Drawing on the six value constructs, we propose practical strategies for emancipatory careers coaching. These strategies can be applied by individuals who provide careers coaching for school leaders engaged in the process of school improvement for SEND and inclusion.
... When most experts speak of 'inclusive education', this does not include special units or special classrooms (segregation) or placing children with disabilities in mainstream settings so long as they can adjust (integration). Inclusive education begins with the assumption that all children have a right to be in the same educational space (Cobley, 2018;Florian, Black-Hawkins & Rouse, 2017;Hehir, et al., 2017;Schuelka & Johnstone, 2012;UNESCO-IBE, 2016). ...
... The European Agency for Special Needs and Inclusive Education -EASNIE (2018), has provided ample evidence that inclusive education increases social and academic opportunities for both children with and without disabilities, as well as significantly increases the likelihood that children with disabilities enroll in higher education and have better employment and life outcomes (Florian, Black-Hawkins & Rouse, 2017). It is far more efficient to have all children in one school and mainstream classrooms, rather than in special classes and schools (ADB, 2010). ...
... 5). Similarly, Florian (2008) defined inclusion in terms of a philosophy of education that promotes the education of all students in general education settings, and as a policy which is generally understood around the world as part of a human rights agenda that demands access to, and equity in, education (Florian et al., 2016). ...
Highlighting leadership from a social and relational perspective, this book has a particular emphasis on the innovative role that social networks play in systems change. The social systems engaged in this volume cut across a wide array of stakeholder groups, ranging from student learners, pre-service/in-service teachers, administrators, community leaders, and out to organizations and communities that reflect well beyond the education sector, showcasing diverse perspectives from multiple areas and international settings.
Bringing together 32 distinguished scholars from Australia, Canada, Germany, Hong Kong, New Zealand, Norway, Spain, Taiwan, the UK and the USA, this book explores the use of social networks in education across different contexts and settings, connecting it with leadership practice that works at these settings for change. The contributors also examine online and virtual social behaviors and their connections to face to face networks. Ultimately, the volume showcases that leadership is social influence through examining a variety of social systems through social relationships.
In addition to the breadth of studies connecting innovative leadership research to practice in this volume, the contributors also explore a new area of social networks and leadership by examining online and virtual social behaviors and their connections to face to face networks. Ultimately, the selected chapters in this volume make the point that “leadership is social influence” through examining a variety of social systems through social relationships.
... Both dimensions of the definition should be understood and interpreted in the same way by all related stakeholders. It is highly recommended that a similar understanding of inclusive education be reached; this supports the implementation of inclusive education (Sukumaran et al., 2015;Florian et al., 2017). Effective and highquality implementation starts from the approach and mindset toward inclusive education, requiring discussion, cooperation, and inclusion within and between different levels of the model. ...
Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.
... In inclusive education, the principles of participation and achievement are guiding elements in elaborating pedagogical practices. The participation framework in the context of inclusive education is a complex concept to define, and it is pointed out as one of the main shortcomings of inclusive policies and practices (Black-Hawkins et al., 2007;European Agency for Development in Special Needs Education [EAD-SNE], 2011). Beyond the idea of physical presence in the classroom, participation entails the interactions established with others, the engagement in the learning process, and the meaning that schooling will have for each child (Ferreira, 2017). ...
Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7–10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children’s participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children’s participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children’s reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.
... In fact, students with disabilities experience school discipline at higher rates than students without disabilities and, in the United States, an average of 20% of students with disabilities is suspended in a given year (Krezmien et al., 2006;Sullivan et al., 2014). Within the literature on inclusive pedagogies, bellcurve thinking has been critiqued for perpetuating deterministic beliefs about ability (Florian et al., 2017;Waitoller & King Thorius, 2016). ...
This chapter focuses on the role of school leaders as they work with and between the assessment and inclusion agendas. Highlighting first the complex governance arrangements in our case countries, we analyse leaders’ latitude as “policy remakers” in their own school contexts. With Deleuze and Guatarri’s (A thousand plateaus: Capitalism and schizophrenia. University of Minnesota, 1987) concept of affect as a theoretical framework, we then explore how various human and non-human bodies interact to strengthen or limit school leaders’ capacities to work in areas of assessment and inclusion and school leaders’ own affects in these domains. Our data reveals that school leaders draw on a variety of discourses, technologies, instruments, and actors in their attempt to provide a quality, inclusive education for all, while, on the other hand, attempting to cater for other social, economic, and educational agendas in the school. However, at various times, these bodies and intersecting agendas can restrict school leaders’ capacities. Most significantly, we highlight the significance of the multi-scalarity of affect and its implications for the transformative potential of education.
... In fact, students with disabilities experience school discipline at higher rates than students without disabilities and, in the United States, an average of 20% of students with disabilities is suspended in a given year (Krezmien et al., 2006;Sullivan et al., 2014). Within the literature on inclusive pedagogies, bellcurve thinking has been critiqued for perpetuating deterministic beliefs about ability (Florian et al., 2017;Waitoller & King Thorius, 2016). ...
... In fact, students with disabilities experience school discipline at higher rates than students without disabilities and, in the United States, an average of 20% of students with disabilities is suspended in a given year (Krezmien et al., 2006;Sullivan et al., 2014). Within the literature on inclusive pedagogies, bellcurve thinking has been critiqued for perpetuating deterministic beliefs about ability (Florian et al., 2017;Waitoller & King Thorius, 2016). ...
... 19/2013) and the United Nations Convention on the Rights of Persons with Disabilities (2016). Understanding the concept of inclusive education has thus shifted from a focus on general schooling for students with defined special needs or disabilities to developing education that can meet the needs of a diverse group of students (Florian et al., 2017). Implementing school policy depends on those who work in the schools. ...
Markmið rannsóknarinnar var að varpa ljósi á núverandi úthlutun og ráðstöfun fjármuna til grunnskóla með það í huga að skoða hvaða breytinga er þörf til að fjármögnun styðji starfshætti sem einkenna hugmyndafræði og stefnu um menntun fyrir alla. Rannsóknin var tilviksrannsókn þar sem byggt var á gögnum úr samstarfsverkefni þrettán sveitarfélaga um fjármögnun menntunar fyrir alla í grunnskólum. Helstu niðurstöður rannsóknarinnar eru að allt bendir til þess að úthlutun og ráðstöfun fjármagns til skóla sé sambærileg milli sveitarfélaganna þrettán sem tóku þátt í verkefninu. Töldu þátttakendur að fjármögnun grunnskóla byggðist á úreltum aðferðum, svo sem áherslu á flokkun og greiningu nemenda, sem þörf sé á að endurskoða með það að markmiði að auka sjálfræði skólastjórnenda í ráðstöfun fjármuna svo að þeir geti stutt skólana betur sem faglegar stofnanir sem geti leyst flest þau viðfangsefni sem upp koma í skólastarfi. Þannig geti fjármögnun stutt breytingar á skólamenningu, kennsluháttum og skipulagi stuðnings innan skóla.
... Differentiation as individualization (Stance A) may involve some elements of inclusion, in that achievement for all can be seen as a dimension of inclusion (Florian et al., 2016;Haug, 2014b;Persson & Persson, 2012). Still, there is a lack of emphasis on the idea that every student should be a valuable member of the class community regardless of their individual differences, an aspect that is essential to inclusion (Florian, 2014). ...
Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western context, and it appears to be a versatile phenomenon as it occurs under various guises and with a variety of terms and modes of operationalizations. The aim of this configurative review is to investigate how differentiation appears in the international context and to contribute to a much-needed overview of the concept. Analysis of 28 scientific papers representing a broad range of national affiliations resulted in two main findings. First, differentiation is a complex idea that appears to be presented either as differentiating students or differentiating teaching. Four perspectives for approaching differentiation further illustrate the complexity of the phenomenon: differentiation as individualization, differentiation as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and differentiation in a system perspective. Second, the analysis revealed that there are almost no studies transcending the focus on teachers and the classroom by addressing the organizational or system/policy level. This review argues for the benefits that a more system-oriented perspective of differentiation would provide.
... We have done a lot of work on the factors that play a role in creating inclusive schools. And most of it is described in the two editions of our book, Achievement and Inclusion in Schools (Black-Hawkins, Florian, & Rouse, 2007;Florian, Black-Hawkins & Rouse, 2017), where we look at what we think are some of those factors around participation, access, participation, diversity and collaboration. These dimensions of the ways in which staff work with each other and with students and their families, along with the kinds of policies that follow from a particular kind of commitment to ensuring that all children are able to participate and achieve good learning outcomes seem to be key. ...
... Educators need not believe that they can efficiently become inclusive in their daily practice only when they are specialists in inclusive education; instead they must have willingness to assist all learners to achieve academically, regardless of their diversity (Adewumi & Mosito, 2019). Inclusive education practices and policies need first to be embraced and viewed by classroom educators as a solution rendered to them for some existing short-term or long-term problem which may be having an impact in education practice (Florian et al., 2016;Sarton & Smith, 2019). For educators to be able to support learners who experience barriers to learning, they need to have a willing heart to help and a patient approach to challenging situations (Nel et al., 2016). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... A minőségi tanárképzés kitüntetett szerepet játszik abban, hogy lehetővé váljon a hatékony, inkluzív, méltányos oktatási rendszer kialakítása, mely lebontja az falakat a tanulók előtt (Forlin & Chambers, 2011;Black-Hawkins et al., 2016;Florian, 2019). ...
A nemzetközi szakmapolitikai irányelveket negfogalmazó dokumentumok jövőbemutató és nagyratörő célul tűzték ki, hogy az oktatás biztosítson minden fiatal számára méltányos és minőségi tanulási lehetőséget az egész világon. Ez a tanulmány a PROMISE Erasmus+ tudáscsere projektet ismerteti, mely arra irányult, hogy továbbképző tananyagokfejlesztésével e célkitűzés megvalósításában támogassa az európai pedagógusokat. A projekt keretében Bronfenbrenner elmélete (1979) segítségével tártuk fel az oktatási ökoszisztéma komplexitását, majd néztünk szembe az ebből fakadó kihívással, hogy valóban Európa-szerte relevánsak legyenek a kifejlesztett tananyagok a tanárok számára. Mikro- és mezoszinten a résztvevő országok tanárai által megfogalmazott aktuális szakmai dilemmák összegyűjtésével biztosítottuk, hogy valódi igényeken alapuljanak a válaszul kifejlesztésre kerülő eszközök. Makroszinten pedig a projektcsapat hosszú egyeztetések során tárta fel a résztvevő országok nemzeti sajátosságait az oktatáspolitika és a tanárképzés terén, valamint azonosította a fiatalok azon csoportjait, akiket az adott rendszer nem szolgál ki megfelelő hatékonysággal. A tanulmány rávilágít arra, hogy számos nemzeti kontextusban mennyire összetett vállalkozás mindenki számára hatékonyan megvalósítani az inklúziót. Ugyanakkor bemutatja azt is, hogy a PROMISE projekt milyen választ adott erre a kihívásra olyan anyagok kifejlesztésével, amelyek meghagyják az európai pedagógusok szakmai önállóságát arra nézve, hogyan használják ezeket a szakmai tanulási lehetőséget a saját, speciális oktatási kontextusukban.
... It is widely acknowledged that high-quality teacher education remains key to an effeective, inclusive and equitable educational provision that reduces the barriers that might be faced by students to participation and also encourages high achievement (Forlin & Chambers;Black-Hawkins et al. 2016Florian 2019). ...
Recent international and national legislation demonstrates a trend towards inclusive education which aspires to ensure the participation of all young people in educational provision. However, research indicates that implementation of these visionary and aspirational policies into the different national, historical and cultural contexts across Europe remains challenging with teachers articulating that they do not feel prepared or supported to work with the diversity of students in classrooms. This paper describes the PROMISE project which sought to examine the nature of the professional challenges being experienced by teachers. The paper concludes with project findings indicating the key elements necessary for teachers’ professional development to be effective.
... Special needs education may lead to the goals of inclusive education when there is a cooperation between classroom teachers and professionals deployed in ways that facilitate everyone's learning. However, where the emphasis is focused on meeting individual needs, there is a possibility of exclusion being repeated (Florian et al., 2016). By acknowledging that children with special needs should be educated in an improved inclusive education system, the inclusion of students with disabilities into a larger privileges universal education plan could open up new opportunities for practice.As a result, the concept of inclusive education has posed a threat to conventional special education programs, but the evolution of inclusive practice has been inconsistent. ...
Inclusive education is a basic human right that all people are allowed to. This paper will focus at how far Palestine has progressed in terms of introducing inclusive education.Identify the challenges the country faced while applying inclusive education and elaborate on the inclusion education policies in Palestine. 7% of the Palestinian population has an impairment. The statistics show that many disabled children in Palestine are currently unable to attend public schools. International promotion of inclusion has resulted in policy acceptance in most countries; however, inclusion implementation differs greatly within and between countries, necessitating an understanding of micro-level practices in schools and how and why the policy was adopted in the first place. Scholars researching individual country contexts must consider both into consideration to better understand the gaps between global expectations and local traditions of inclusion.
... Prestasi belajar merupakan ukuran pengetahuan yang didapat dari pendidikan formal dan ditunjukkan melalui nilai tes [2]. Prestasi belajar diartikan sebagai kesempurnaan dari hasil belajar yang ditunjukkan oleh nilai akademis, perubahan perilaku dalam interaksi sosial, serta prestasi kerja (job performances) dan kepuasan kerja (job satisfaction) yang berimplikasi pada kesempatan untuk mendapatkan pekerjaan [3] [4]. ...
Siswa Sekolah Menengah Kejuruan (SMK) yang salah jurusan masih banyak terjadi di Indonesia. Instrumen seleksi masuk sekolah kejuruan belum banyak diterapkan. Hal ini berimbas pada kompetensi kelulusan yang tidak maksimal. Penelitian ini bertujuan untuk melihat sejauh mana skala minat kejuruan dan potensi belajar dapat memprediksi prestasi belajar. Penelitian ini menggunakan metode kuantitatif korelasional. Pengambilan data dengan teknik convenience sampling, dilakukan pada 142 siswa SMK bidang kejuruan teknologi dan rekayasa meliputi jurusan Teknik Elektronika Industri (TEI), Teknik Pemesinan (TP), Teknik Kendaraan Ringan Otomotif (TKRO), dan Teknik Bisnis Sepeda Motor (TBSM). Analisis regresi digunakan dalam penelitian ini guna melihat sejauh mana masing-masing domain pada skala minat kejuruan dan potensi belajar mampu memprediksi prestasi belajar. Skala minat kejuruan berbasis teori RIASEC Holland dan skala potensi belajar berbasis teori kecerdasan majemuk dari Gardner. Hasil penelitian menyebutkan bahwa skala minat kejuruan dan potensi belajar mampu memprediksi prestasi belajar siswa SMK dengan nilai p < 0,001. Secara terpisah, hanya domain Realistik pada skala minat kejuruan yang berpengaruh terhadap prestasi belajar dengan nilai r = 0,034. Pada skala potensi belajar hanya domain Logis-Matematis yang memberikan pengaruh tehadap prestasi belajar dengn nilai r = 0,001.
... Inclusion brings improvement in the practices of schooling. So that, all students could get equal chance to enjoy the services and facilities (Schuelka, 2018) at the same place (Cobley, 2018;Florian, Black-Hawkins, & Rouse, 2016). ...
The main objective of this study was to frame the inclusion for students with visual (SWVI) in the public schools of Punjab. For this purpose, researchers took the opinions of principals and teaching staff of the regular schools where SWVI are enrolled. Researchers used the survey method to conduct the study. A descriptive type of research was used. The study population compromised of all principals and teaching staff teaching in general inclusive schools of Punjab. The total ratio of the sample is 151(N=38). Principals and teachers teaching in inclusive schools (N=113) were taken as a sample of the study. The two-structured questionnaire was used, encompassing a dichotomous scale (Yes / No). The reliability of the instruments was estimated respectively 0.77 and 0.86. In contrast, the content validity of the instruments was assessed through experts who had experience in the field of special and inclusive education. The IBM version 20 was used for the analysis of the results. Results of the responses were calculated through frequency distribution with their percentage. Most of the principals who were administrators in regular inclusive schools emphasized that they have a zero rejection policy for admission in schools and make possible the friendly environment for students, positive feedback from the community, and an open-door policy for teachers, students, and parents to solve problems related to students. The majority of the school heads highlighted that school infrastructure is not according to the needs of students. Many teachers said that they lack training, have less knowledge to modify the syllabus and assessment procedures, do not have a proper source to adapt teaching material.
... Educators need not believe that they can efficiently become inclusive in their daily practice only when they are specialists in inclusive education; instead they must have willingness to assist all learners to achieve academically, regardless of their diversity (Adewumi & Mosito, 2019). Inclusive education practices and policies need first to be embraced and viewed by classroom educators as a solution rendered to them for some existing short-term or long-term problem which may be having an impact in education practice (Florian et al., 2016;Sarton & Smith, 2019). For educators to be able to support learners who experience barriers to learning, they need to have a willing heart to help and a patient approach to challenging situations (Nel et al., 2016). ...
The purpose of this research is to establish factors impacting the application of an inclusive education policy on screening, identification, assessment, and support of learners at schools in South Africa. The paradigm of the research is interpretivist because the policy is aligned to Bronfenbrenner’s bioecological theory which attests that, for an education system to be effectively inclusive, there should be a shift from a paradigm that views barriers within a learner in isolation to a paradigm that views the barriers in a learner. There is interconnectedness of the barriers with the rest of the systems within and outside the learner. The participants were seven school principals and five members of the district-based support team, who were purposefully sampled. Individual semi-structured interviews were conducted to elicit information on factors impacting the application of the policy. Data were analysed using the themes that emerged from the responses of the participants. Results reveal that the educators’ character traits, internal training and development, perceived policy application, and internal and external support for learners experiencing learning barriers impact policy application. The study recommends that aspiring educators must be adequately trained about policy at training institutions. Educators must be capacitated on policy application and every school must appoint a psychometric assessor who will provide information to educators on how best to support learners with learning barriers. The psychometric assessor must coordinate with the district-based support team for external support needs in policy implementation.
... This tension blocks inclusive values of teachers: belief in every students' possibilities (Nieminen & Pesonen, 2020) and consideration of students' diversity while modelling education . The limiting impact of focus on standardised achievements observed in inclusive activities of teachers is also confirmed by the results of previous studies (Florian et al., 2016;Farrell et al., 2007). ...
Education researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.
... This tension blocks inclusive values of teachers: belief in every students' possibilities (Nieminen & Pesonen, 2020) and consideration of students' diversity while modelling education (Van Boxtel & Sugita, 2019). The limiting impact of focus on standardised achievements observed in inclusive activities of teachers is also confirmed by the results of previous studies (Florian et al., 2016;Farrell et al., 2007). ...
This chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.
... This tension blocks inclusive values of teachers: belief in every students' possibilities (Nieminen & Pesonen, 2020) and consideration of students' diversity while modelling education . The limiting impact of focus on standardised achievements observed in inclusive activities of teachers is also confirmed by the results of previous studies (Florian et al., 2016;Farrell et al., 2007). ...
Over the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.
... This tension blocks inclusive values of teachers: belief in every students' possibilities (Nieminen & Pesonen, 2020) and consideration of students' diversity while modelling education . The limiting impact of focus on standardised achievements observed in inclusive activities of teachers is also confirmed by the results of previous studies (Florian et al., 2016;Farrell et al., 2007). ...
The characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.
... This tension blocks inclusive values of teachers: belief in every students' possibilities (Nieminen & Pesonen, 2020) and consideration of students' diversity while modelling education . The limiting impact of focus on standardised achievements observed in inclusive activities of teachers is also confirmed by the results of previous studies (Florian et al., 2016;Farrell et al., 2007). ...
This chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.
... Questioni rilevanti e tendenze preoccupanti si notano in tutti i Paesi europei e non solo. Per citare alcuni esempi, parliamo di conflitti tra obiettivi nazionali, come quello tra inclusione e standard di apprendimento (Florian, Black-Hawkins e Rouse, 2016), poca chiarezza su cosa debba significare, in termini di attuazione, il rispetto del diritto a un'educazione inclusiva per alunni con disabilità, specialmente se grave (Imray e Colley, 2017;De Beco, 2014;Gordon, 2013;Ryndak, Jackson e Billingsley, 2000), l'inadeguatezza delle risorse e delle competenze dei docenti, i meccanismi di delega nei confronti dell'insegnante di sostegno (Devecchi, Dettori, Doveston, Sedgwick e Johnston, 2012), la marginalizzazione degli alunni con disabilità in contesto inclusivo (D'Alessio, 2011;Demo, 2014;Nes, Demo e Ianes, 2017), la crescente medicalizzazione delle differenze (Tomlinson, 2012). ...
Lo Universal Design for Learning (UDL) promuove, in nome del riconoscimento
delle differenze umane nell’apprendimento, una progettazione didattica
universale, che preveda cioè la possibilità di comprendere, elaborare ed esprimere
conoscenze e competenze attraverso una pluralità di codici e percorsi. La
sua applicazione è stata rivolta principalmente alla discussione circa le scelte
metodologiche degli insegnanti. In questo articolo viene invece analizzato il
potenziale di una sua applicazione al livello micro delle interazioni in classe,
grazie all’attivazione di un approccio interdisciplinare che contempla la pedagogia
speciale da un lato e l’analisi della conversazione dall’altro. Analizzando
le interazioni di una lezione dialogata in classe terza di scuola primaria che si
avvale di ricchi mezzi multimodali verrà mostrato in che modi l’insegnante coglie
o potrebbe cogliere occasioni per pluralizzare i modi degli alunni di entrare
in contatto con un comune oggetto di apprendimento.
... Questioni rilevanti e tendenze preoccupanti si notano in tutti i Paesi europei e non solo. Per citare alcuni esempi, parliamo di conflitti tra obiettivi nazionali, come quello tra inclusione e standard di apprendimento (Florian, Black-Hawkins e Rouse, 2016), poca chiarezza su cosa debba significare, in termini di attuazione, il rispetto del diritto a un'educazione inclusiva per alunni con disabilità, specialmente se grave (Imray e Colley, 2017;De Beco, 2014;Gordon, 2013;Ryndak, Jackson e Billingsley, 2000), l'inadeguatezza delle risorse e delle competenze dei docenti, i meccanismi di delega nei confronti dell'insegnante di sostegno (Devecchi, Dettori, Doveston, Sedgwick e Johnston, 2012), la marginalizzazione degli alunni con disabilità in contesto inclusivo (D'Alessio, 2011;Demo, 2014;Nes, Demo e Ianes, 2017), la crescente medicalizzazione delle differenze (Tomlinson, 2012). ...
Il presente capitolo illustra i risultati di un’indagine nazionale volta ad approfondire
alcuni temi di interesse per l’inclusione scolastica nelle scuole italiane.
Nello specifico sono state affrontate domande di ricerca riconducibili alle
tre seguenti aree: l’uscita dalla classe o la separazione in classe di alcuni alunni
/ gruppi di alunni (push e pull out), le transizioni fra ordini di scuola con un
approfondimento sugli alunni con disabilità e l’applicazione della normativa
relativa ai Bisogni Educativi Speciali (BES)2. I dati sono stati raccolti attraverso
un questionario on line compilato da un referente del Gruppo di Lavoro per
l’Inclusione (GLI) di 3.087 scuole di tutta Italia di tutti gli ordini e tipologie
(primaria/secondaria di I grado / liceo / istituto tecnico / istituto professionale).
... According to this definition, the phrase school inclusiveness means the degree of acceptance and continuous inclusion of all students in all components of the educational process in school, as per their individual needs, interests, and potential, for the purpose of optimising the outcomes of learning, complementary instruction, and creative activities. Inclusiveness means the equitable treatment of all students in support of their achievement, while appreciating their differences (Florian et al. 2017). For some researchers, a school's ability to adapt its structures to its students' differences, and not vice versa, is what makes it significantly inclusive (Ainscow et al. 2003). ...
This paper presents an empirical study on the relationship between school inclusiveness and
students’ civic competence conducted on a representative sample of students and teachers from the
Banja Luka region of Bosnia and Herzegovina. It discusses the effect of school inclusiveness on students’
civic competence, a key lifelong learning competence as defined by the EU. Earlier studies focusing
on either inclusive education or citizenship education helped to conceptualise this study. Contrary to
expectations, students’ and teachers’ perception of the key components of primary education differed
considerably. In-class teaching, student-teacher rapport, communication at school, the school setting,
and school overall were seen as inclusive by students at a below average rate and at an above average
rate by teachers, while both perceived extracurricular activities as the most inclusive. Consistent with
earlier studies, students performed better on assessments of civic knowledge compared to civic skills
and dispositions. A significant correlation was found between students’ civic competence and their
perception of the inclusiveness of most of the components of primary education.
The paper points to possible reasons for such results, which require further research, and the possibilities
for making primary school more inclusive on scientific grounds, thus enhancing the quality of primary
education overall and facilitating students’ acquisition of civic and other lifelong learning competences
... In this study, evidence of an inclusive pedagogical approach was evident in some situations, but it coexisted with other practices that were contrary to it. This is consistent with other studies of inclusive pedagogy (Florian and Black-Hawkins 2011;Florian et al. 2017) and foregrounds the importance of teacher agency as mechanism of change. ...
Four years after the Chinese Vocational Education Reform was initiated, research in this area has found unfavorable outcomes. The implementation of policy and the dedicated reform actions for promoting the status of vocational education has not effectively improved the equity issue with Chinese society. Previous studies have focused on investigating the perspectives of school leaders and on explaining the political and social factors that have hindered school-level policy implementation. These studies have neglected to focus on the role and involvement of teachers in this process and their voices are noticeably absent. According to Ball, Maguire, and Braun (How schools do policy: Policy enactments in secondary schools, Routledge, 2012), marginalizing the critical voice of teachers in policy activities of negotiating and conceptualizing school-level policies causes imminent failure in their implementation. It has been noted that there is an obvious absence in the research literature that identifies teachers as policy agents involved in transforming schools. This study addresses this gap by investigating teacher voice and agency within a vocational high school in Ningbo city, Zhejiang Province, China. Through an in-depth explorative organizational case study, this study focused on the experiences of five high school teachers. The findings revealed that at an institutional level there was disinterest in policy dialogue by vocational teachers. A major reason for this disinterest was a lack of participatory engagement by school leadership and teaching staff on policy matters.
... Inclusive pedagogy is better understood by those with an understanding of socio-cultural relationships on learning (Claxton, 2009;Spratt & Florian, 2015). Findings from studies conducted by Black-Hawkins et al. (2007) and Florian and Black-Hawkins (2011) helped develop a clear articulation of inclusive pedagogy that represented this understanding. The researchers opted not to use interviews for data collection. ...
Twenty-first-century classrooms are becoming increasingly culturally, ethnically, and racially diverse and are looking more and more like microcosms. Consequently, students and some educational stakeholders are demanding the inclusion of race, culture, justice, and equality in the curricula and pushing the envelope for more inclusive pedagogy. Central to the concept of inclusive pedagogy are the values of fairness and equity. Proponents of inclusive pedagogy have indicated that numerous variables influence pedagogy, particularly inclusive pedagogy. These values have elicited concerns throughout the educational system regarding how instructors and facilitators serve all learners academic needs in their academies. However, there is no consensus on what constitutes inclusive pedagogy in higher education (HE) or if inclusive pedagogy even exists in that space. Therefore, educational institution leaders need to re-conceptualize their thoughts on inclusive pedagogy. This paper reviews some of the existing literature applicable to inclusive education and inclusive pedagogy. It proposes inclusive pedagogy dimensions that instructors in HE need to consider to effectively implement inclusive pedagogy practice (IPP) in the classroom. It concludes with a conceptual framework for inclusive pedagogy in practice (IPIP) in HE and suggestions of how administrators, faculty members, and course designers can advance the IPIP framework across their campuses.
... For instance, Black-Hawkins, Florian, and Rouse (2007) report that rates of identification and patterns of provision vastly vary across England: schools and local services have their own way of defining special needs and provide the adequate support. ...
... Respecto a la situación de la inclusión en el nivel superior, se tiene una situación particular en la que se reflejan procesos de cambio (Canchala, Serrato & Criollo, 2014;Verdugo & Rodríguez, 2013), ya que en la actualidad las mismas no están reservadas para una élite, por lo que deben garantizar la igualdad de oportunidades para los estudiantes con discapacidades adoptando la heterogeneidad social, cultural y lingüística que caracteriza a la sociedad (Rayner, 2017;Martins, Borges & Gonçalves, 2017;Florian, Black & Rouse, 2017, García y Espinoza, 2013. Idealmente, las instituciones de educación superior deberían estar estructuradas de tal manera que promuevan la participación activa de los estudiantes con discapacidades en el proceso de enseñanza y aprendizaje y para crear las condiciones adecuadas para que terminen sus cursos (Melo y Martins, 2016;Pérez & Memije, 2015;Talero Mahecha & Cubillos, 2014). ...
The possibility for educational institutions of all levels to seek to consolidate inclusion mechanisms is the ideal of equity in education. For this reason, the present work opted for the non-experimental descriptive design, aimed at comparative analysis of the perception of the inclusion process in two basic level educational institutions in two districts of North Lima. The sample was made up of 120 teachers from the primary education level, to which the adapted questionnaire of indicators of Inclusion - Bristol (2019) was applied, made up of three dimensions: Creating inclusive cultures, with 13 items, Carrying out inclusive policies, with 11 items and Developing inclusive practices with 16 items; which was validated by expert judgment. The results indicated that there were significant differences in the level of perception of the inclusion process between the teachers of both locations, as well as variations in the perception of the dimensions proposed. It was concluded that the existence of differences in the perception of inclusion of the teachers of the two districts has been due to the positions of the teachers regarding the institutional policy and their perception of the inclusion process.
... Research over recent years has highlighted the importance of inclusive pedagogy for all learners [4][5][6], pointing to the need to develop schools as inclusive learning environments, rather than focusing primarily on specialist approaches for individuals identified with SEND. Equally, there is a strand of research in the field of inclusive education over the last thirty years addressing the development of more inclusive practices with learners with SEND, as a whole-school development issue [7]. ...
Background
The trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities.
Methods
We recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved.
Discussion
Pupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy.
Trial registration
ISRCTN registry ISRCTN11339306 . Registered on 12 March 2020 (retrospectively registered).
Cilj je suvremenih inkluzivnih vrijednosti, koje prožimaju europske i hrvatske obrazovne dokumente i kurikule, osigurati pravične i ravnopravne mogućnosti za razvoj svakoga učenika, bez obzira na njegove obrazovne potrebe te kulturno, etničko, jezično i socioekonomsko podrijetlo, a zastupljenost, realističan prikaz i prihvaćanje društvene različitosti u nastavnim materijalima naglašavaju se kao moćno sredstvo za prevladavanje diskriminacije, stigmatizacije i marginalizacije najranjivijih skupina u društvu. Stoga je iznimno važno da se u školskim udžbenicima vodi računa o zastupljenosti inkluzivnoga sadržaja. Cilj je ovoga istraživanja istražiti zastupljenost i prikaz osoba s invalidnošću u udžbenicima engleskoga jezika izdavača Profil-Klett (New Building Blocks 1, New Building Blocks 2, New Building Blocks 3, New Building Blocks 4) namijenjenima za poučavanje u prvim četirima razredima osnovne škole te ispitati odgovara li zastupljenost pojedine vrste invalidnosti u analiziranim udžbenicima stvarnomu udjelu osoba s invalidnošću u Republici Hrvatskoj. U istraživanju je primijenjena metoda analize sadržaja, a istraživanje je provedeno u tri faze. Prva i druga faza istraživanja uključivale su pomno čitanje svakoga udžbenika te analizu slika (fotografija i ilustracija) i teksta koji se odnosio na invalidnost ili osobe s invalidnošću. Sustav kodiranja temelji se na prilagođenome obliku istraživanja udžbenika engleskoga jezika koje su proveli autori Gulya i Fehérvári (2023). U trećoj fazi dobiveni rezultati uspoređeni su s udjelom osoba s invalidnošću u Republici Hrvatskoj (Registar osoba s invaliditetom). Dobiveni rezultati ukazuju na potrebu podizanja svijesti o uključivanju invalidnosti i osoba s invalidnošću u analizirane školske udžbenike s obzirom na to da trenutni nastavni sadržaji prikazuju samo oštećenje vida (primarno kod odraslih osoba), ali ne i druge kategorije invalidnosti, čime se ne odražava stvarni udio osoba s invalidnošću u Republici Hrvatskoj.
This study is done to draw a comparative analysis between the evaluation process for special education needs among primary education students in the USA and Zambia. The paper studies the effectiveness of the evaluation methods and the processes of identifying students with learning disabilities in both the countries of the USA and Zambia. There is no appropriate definition for learning disability but in the most basic way, it can be said that learning disability is a term that is used to describe many different neurological disorders. It is the consequence of impairments in one or more processes that is related to perceiving, thinking, remembering, or even learning. The mechanisms of the children with learning disabilities are just as same as normal kids, it is just that their brains are wired differently. This difference in their brain affects how they receive and process information. These disorders are not curable, it is a lifelong issue. Children with learning disabilities are taught by special education which is a practice of educating students in such a way that their individual differences and their special needs can be addressed. With the help of proper support and intervention, children suffering with learning disabilities can get success in their academic field and get distinguished careers later in life.
This study foregrounds three students who are regarded by their teachers as being in special educational needs in mathematics (SEM) and these same students voicing what inclusion in mathematics education means to them. In this study, inclusion is defined as processes of participation. Discourse analysis was applied when analysing these students’ voices of inclusion in mathematics education in two inclusive mathematics classrooms, with both classes aiming to include every student in the mathematics education. The three main Discourses which were identified were the Discourse of assessment , the Discourse of being in a mathematics classroom setting , and the Discourse of accessibility in mathematics education . The analysis of the Discourses indicates that they were affected by wider sociopolitical discourses. Furthermore, when inclusion is regarded as processes of participation in mathematics education, the results indicate that participation becomes more complex. Therefore, in this process, both ideological and societal issues, as well as individual and subject-specific issues, must be considered in the educational endeavour.
The importance of effective leaders has always been a key aspect to humankind development forbetterment and to make progress. As ever and as always, companies look for success and the‘bottom line’ is always uppermost in the minds of managers and leaders; however the current times andchallenges are somewhat different and on a different scale to previous times, which requires significantchanges from management and leaders in order to maintain ongoing success in organisations. Suchnewly introduced significant changes might result in painful and traumatic changes in the jobs and livesof the employees in the company; however such changes will always be perceived by management aspositive changes for the company. Such changes are traditionally about the ongoing search for marketsand in addition expanding markets both locally and regionally with the inclusion of new technologies; insummary the move to attempt the ultimate – expansion and the move to globalization. Employees are‘somewhere’ in these processes, however they are can easily and are often somewhat overlooked.
In this final chapter, we perform a transversal analytical movement through discussion of our findings alongside those of the wider research landscape in the intersections between assessment and inclusive education. The aim is to bring our analysis into dialogue with key themes in the various research fields engaged in educational assessment and/or inclusive education in order to elucidate how this confirms, challenges, and contributes to this landscape. Building on these insights—and connecting with the societal roles and purposes of education laid out in Chap. 1—we venture to draw up some key points of attention that will prove helpful in finding better balances between the assessment and inclusive education agendas in the design of education policy and practices in the twenty-first century.
This study investigated knowledge practice and challenges of Junior High School Science teachers in Differentiated Instruction (DI) in Kpandai District of the Northern Region of Ghana. The study employed the concurrent nested design. Out of 268 teachers, a sample size of 31 science teachers was drawn to participate in the study through questionnaire and a sub-sample of five teachers was purposively selected for interviews. The quantitative data was analysed using descriptive statistics while the qualitative data was analysed thematically. The study concluded that most JHS science teachers in Kpandai District possessed required knowledge on DI and they actually differentiated the instruction in their Science classes. However, they faced some challenges when differentiating their instructions. The study recommends that knowledge of DI possessed by most Science teachers should be strengthened through regularly organizing in-service training for them. This should be done by GES Directorate of Kpandai to enable the teachers improve their knowledge of DI. Teachers should be supported by SISOs to practice every aspect of DI especially when assessing the learners. Finally, the government and other educational stakeholders should ensure that textbooks and other materials/resources are readily made available to Science teachers for effective implementation of DI in schools.
E-commerce in general, and online shopping in particular, are becoming popular ways of
utilizing the Internet throughout the world. Social media is also becoming a widespread
tool, not only for interaction with others but also for marketing. Despite this trend, there is
a dearth of knowledge about the acceptance of online shopping and the use of social media
in developing countries such as Saudi Arabia. Technology adoption levels in Saudi Arabia
are growing rapidly but have yet to reach their full potential. One of the leading theories
explaining online shopping behaviour – the online shopping acceptance model (OSAM) –
has not been employed in previous studies of social media use or in developing countries
such as Saudi Arabia to understand online shopping.
To address this research problem, the researcher implemented a study using a positivist
approach. Quantitative data was gathered using an online survey. This survey was
conducted with Saudi residents who engage with online shopping. A data set of 423
completed survey responses is used in this thesis for statistical analysis. The data was
collected using a random sample and was collected from January to September 2015. The
structural equation modelling tested the hypothesised relationships between the constructs
as postulated in the model. Nineteen of the hypothesised links were supported and ten were
rejected. Eventually, the model that has statistical and explanatory power was confirmed.
The findings indicate a positive relationship between online shopping intention and other
factors of online shopping acceptance in Saudi Arabia. A positive relationship is also seen
between online shopping orientation and online shopping experience. The case examines
the relationship between online shopping orientation and online shopping motivation. The
same applies for the relationship between online shopping and social media through the
mediation of online shopping intention.
This research contributes to understanding the role of social media in OSAM in Saudi
Arabia as a developing country, as OSAM incorporates social media as a new factor that
influences acceptance aside from what is traditionally stipulated. A second contribution is
3
the finding that shopping orientation is the most important construct affecting online
shopping intention in Saudi Arabia.
Η σχολική αυλή ως χώρος δύναται να αξιοποιηθεί στην καλλιέργεια των γνωστικών,
κοινωνικών, ψυχοκινητικών και αναπτυξιακών δεξιοτήτων των παιδιών. Για να συμβεί
όμως αυτό υπάρχουν ορισμένες προϋποθέσεις. Αρχικά, η σχολική αυλή είναι
απαραίτητο να είναι διαμορφωμένη με βάση τις ανάγκες των παιδιών και του
εκπαιδευτικού προσωπικού. Επίσης, είναι σημαντικό να εξασφαλίζει στον βαθμό του
λογικού την ασφάλεια και την αισθητική. Τέλος, είναι θεμιτό να λειτουργεί ως μία
υπαίθρια αίθουσα διδασκαλίας. Στην πράξη, η σχολική αυλή πρέπει να παρέχει ίσες
ευκαιρίες σε κάθε άτομο που διαβιεί σε αυτήν κατά τη λειτουργία του σχολείου. Η
σχολική αυλή είναι σημαντικό να εναρμονίζεται με τις αρχές της Κοινωνικής
Παιδαγωγικής, της συμπερίληψης και της ισότητας των ατόμων. Η παρούσα
κατάσταση των σχολικών αυλών στην Ελλάδα και στον διεθνή χώρο, παρουσιάζει
σχολικές αυλές που φέρουν έμφυλες διαστάσεις. Για τον λόγο αυτόν, αναζητήθηκαν
απόψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για τις έμφυλες διαστάσεις της
σχολικής αυλής. Η έρευνα πραγματοποιήθηκε με χρήση ερωτηματολογίου. Φάνηκε
πως το εκπαιδευτικό δυναμικό που συμμετείχε στην έρευνα επιθυμεί μία σχολική αυλή
που δεν ενισχύει τις έμφυλες διακρίσεις, ωστόσο αναγνωρίζει πως η σχολική αυλή προς το παρόν δεν αποτελεί χώρο ισότητας και παιδαγωγικής.
Over the course of the previous two decades, successive governments have attempted to attract students from diverse backgrounds as part of an overarching ambition to widen participation in Higher Education (HE). As part of those efforts, there has been a proliferation of Further Education Colleges (FECs) utilised to meet those ends. In 2021, approximately 10% of – or c.137,000 – Higher Education (HE) students were enrolled at FECs which represents an important research area under the broad umbrella of UK HE. Based on semi-structured interviews with prospective first year student-participants, this paper sought to examine the reasons behind students’ decisions to study College Based Higher Education (CBHE) so as to better-understand and inform student recruitment, retention and success in this area. Twelve participants were selected from two FECs where those students were intent on studying for their HE. The findings revealed that students place substantial value in teaching standards and in the lecturers with whom they build relationships. These features are inextricably linked with broader feelings of community, belongingness and accessibility on the part of students which attracts them to study CBHE.
This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.
Penelitian ini bertujuan untuk menguji keefektifan metode pembelajaran kooperatif tipe Student Team Achievement Divisions (STAD) dibandingkan dengan metode caramah dalam pembelajaran IPS untuk meningkatkan hasil belajar kognitif dan keterampilan sosial. Penelitian ini menggunakan eksperimen semu dengan desain pretest-posttest group design. Data dianalisis secara multivariat dengan taraf signifikansi 0,05 untuk pengujian kesamaan rata-rata kelompok dan ditindak lanjuti dengan analisis univariat pada taraf signifikansi 0,05.Hasil penelitian menunjukkan bahwa: 1) Metode pembelajaran kooperatif tipe STAD lebih efektif secara signifikan untuk meningkatkan hasil belajar kognitif dibandingkan dengan metode ceramah, dan 2) Metode pembelajaran kooperatif tipe STAD lebih efektif secara signifikan untuk meningkatkan keterampilan sosial dibandingkan dengan metode ceramah. Metode pembelajaran kooperatif tipe STAD memiliki empat unsur penting: 1) penyampaian materi, 2) kerja kelompok, 3) Presentasi kelompok, dan 4) pemberian kuis.
This research aims to determine the opinions of teachers and educational administrators about how inclusive the Turkish education system is and attempts to provide a profound picture of inclusive education policies and practices in Turkey. In this qualitative-phenomenological study, sampling technique was used. Thirteen general education teachers and seven administrators, who participated in inclusive education in-service teacher training activities, constituted the working group of the study. The data were collected with a semi-structured interview form. The obtained data were analysed through the content analysis method. The findings revealed that inclusive education is still considered in terms of increasing the rates of schooling, and the policies and practices regarding it have not gone beyond mere integration. Although there have been remarkable steps regarding the inclusion of students, who are disadvantaged in terms of their disability, ethnicity and refugee, the Turkish education system is still far from being inclusive and fair. Hence, it was suggested that discussions on inclusion in the education system should go beyond the quantifiable indicators and be organized to include all disadvantageous groups of students, not just the visible ones.
Rudolf Steiner’s international Waldorf education is comparatively under-researched for a hundred-year-old education movement which thrives globally. What is further unknown in academic educational circles is the specific study of the “feeling-life”, the middle period of childhood in Waldorf education, of children aged seven through fourteen. This article assesses the holistic nature of the Waldorf grade school, and its child-centered, creative pedagogy. Using work by Lani Florian and colleagues, the article scrutinizes the extent to which Waldorf education is able and well-suited to accommodate all learner types. Fifteen Waldorf teaching advisors and teacher trainers from the US, the UK and Germany were invited to assess the inclusive outlook of their Waldorf grade school. The findings show internationally and inter-regionally diverse and contrasting practices; a route informed by inclusive pedagogy sustains child development and leads to young citizenship. Recommendations are of productive collaboration between schools’ networks and for Waldorf educational studies to forge connections with the wider educational academic sphere, and to share their application of creativity and restorative and inclusive practices.
Background: Understanding the factors that influence the implementation of health interventions in the context of education is essential to improving outcomes for children and young people with speech, language and communication needs (SLCN). Yet implementation considerations have not been adequately addressed when developing interventions for this context. The aim of this paper is to present a protocol for a scoping review of existing implementation frameworks that might guide SLCN intervention research in schools.
Methods: In accordance with scoping review guidelines, the proposed study will be conducted in phases: (1) identifying potentially relevant studies, (2) screening and selection of studies, (3) charting and extracting data from identified frameworks, (4) collating, summarising and reporting the results and (5) consulting with stakeholders. Two reviewers will conduct the screening and the data extraction phases independently. Identified frameworks will be collated, and described, and constructs from the frameworks will be categorised using domains from the Consolidated Framework for Implementation Research. A draft implementation science model will be proposed based on the findings of the scoping review.
Conclusions: The findings of this review will provide guidance for researchers to begin to address implementation considerations when developing and facilitating the uptake of universal interventions for SLCN in the ordinary classroom, and ultimately can contribute towards improving outcomes for this vulnerable childhood population.
Kapalı her sınıf kapısının ardında çeşitliliklerle dolu bir dünya vardır. Bu çeşitliliğin tanınması, kabul edilmesi ve hem okula hem de topluma faydalarının açığa çıkarılması, günümüzde eğitim sistemlerinin farkına vardığı ve erişmeye çalıştığı bir amaç haline gelmiştir. Bu amaca erişmenin en etkili yolu olarak değerlendirilen kapsayıcı eğitim modeli, tüm bireylerin nitelikli ve bütünleştirilmiş eğitimden faydalanabilmesi için hem politika hem de uygulama düzeyinde kabul görmeye başlanmıştır. Dünya genelinde çoğu ülke, eğitim sistemlerinde kapsayıcılığı inşa ederek okulun “tüm çocuklara çeşitli alanlarda gelişim ve öğrenme fırsatlarının sunulduğu” yerler olduğu ilkesini hayata geçirmeye çalışmaktadır.
Son yıllarda kapsayıcı eğitime yönelik vurgunun artmasıyla birlikte bu alanda yapılan bilimsel çalışmaların sayısı ve niteliği de hızlı bir şekilde artmıştır. Kapsayıcı eğitim, gelişmekte olan ve farklı bağlamlar, dönemler ve bireyler açısından tanımlanması ve uygulanması çeşitlilik gösteren bir model olduğundan, bilimsel çalışmaların da kapsayıcı eğitimi çeşitli bakış açıları ile incelemesi mümkün olmuştur. Bu durumun olası bazı dezavantajlarının (örn. bir eğitim sisteminde ortak bir tanım üzerinde uzlaşma güçlüğü) yanında, kapsayıcı eğitimin doğasına uygun olarak bir çeşitlilik içinde ele alınışını sağlamasının, farklı ortam ve zamanlarda, o ortamın ve zamanın koşullarına uygun bir şekilde tanımlanması ve uygulanışı için bir fırsat olabileceği düşünülmektedir. Nitekim kapsayıcı eğitime yönelik tüm bu kavramsallaştırma ve uygulama çeşitliliği içinde herkesin üzerinde uzlaştığı amaç “tüm bireylerin eğitimden faydalanma fırsatlarının artırılması” şeklinde olmuştur. Benzer şekilde bu kitap, okul sistemlerinin tüm çocuklar için açık hale getirilerek tüm çocukların okullarda elde ettikleri yaşantıların kendi gelişim ve öğrenme süreçlerini kolaylaştırması amacıyla okulların hizmet kapasitelerinin artırılmasına yönelik temel bir hedefi benimsemektedir.
Bu kitap, kapsayıcı eğitime ilişkin kavramların, ilkelerin ve uygulamaların bilinirlik düzeyini artırmak ve söz konusu içerikten herkesin faydalanabilmesini sağlamak ve tüm bireylerin rahatlıkla ulaşabilmesi amacıyla açık erişimli olarak yayımlanmıştır. Ayrıca bu kitabın tasarımında görsellik ön plana çıkarılarak ve bazı bölümlerde özetleme yapılarak tüm bireylerin rahatlıkla anlayabileceği bir tasarım benimsenmiştir. Bu çalışmayı hazırlayan akademisyenler ve uzmanlar, tüm okulların bütün çocuklara açık olması ve tüm çocukların nitelikli eğitimden faydalanabilmesi gerektiğine ilişkin akademik, pedagojik ve insani sorumluluk ilkesini benimsemişlerdir. Bu kitaba eğitim uygulayıcılarının, ebeveynlerin, çocukların, akademisyenlerin ve eğitim politikası üretenlerin erişmesi, okuması ve anlam üretmesi hedeflenmiş; çalışma içinde bunun gerçekleşebilmesi için tüm paydaşlar açısından okunabilirliği artıracak bir dil, tasarım ve anlatım kullanılmıştır. Kitap içinde çok sayıda bilgiye yer verilmiş, vurgular yapılmış, görseller kullanılmış, anlatım sadeleştirilmiş, örnekler verilmiş ve önerilerde bulunulmuştur.
Bu çalışmanın içeriği, on beş temayı içerecek şekilde on başlık halinde hazırlanmıştır. Çalışmada ilk olarak Kapsayıcı Eğı̇tı̇mı̇n Mantığı ve İlkelerı̇ başlığı altında kapsayıcı eğitime ilişkin bilgi verilmiş, kapsayıcı eğitimin tanımı, bileşenleri, ilkeleri, dezavantajlı bireyler açısından değerlendirilmesi ve önündeki engellere ilişkin bir içerik sunulmuştur. İkinci ve üçüncü olarak Engellı̇ Bireylerde Eğı̇tı̇m, Öğrenme, Gelişı̇m ve Özel İhtı̇yaçların Ekolojisı̇ ile Engellı̇lı̇ğı̇n Medikal, Sosyal ve Bı̇yoekolojı̇k Modellerı̇ başlıkları altında, günümüze dek eğitim sisteminden dışlanma olasılığı en yüksek bireyler olan engel ile tanılanmış olan öğrencilere ilişkin bir içerik sunulmuştur. Elbette bu kitabın yazarları, kapsayıcı eğitimin örnek öğrenci ve/veya öğrenci grubu hedeflemeksizin okulların tüm çocuklar için yeniden tasarlanması gerektiğini öngördüğünü bilmektedir. Ancak Türkiye’de ve dünya genelinde, özel gereksinimli bireylerin ve bu bireyler arasında engel ile tanılanmış olanların eğitim sistemlerindeki dezavantajlı koşullarının ve kapsayıcı eğitim ile ilişkilendirilmelerindeki kuramsal ve uygulamalı zorlukların devam ettiği dikkate alındığında, onlara ilişkin bilgi içeren bu başlıkların eklenmesinde fayda bulunmuştur. Dördüncü olarak Kapsayıcı Eğı̇tı̇mde Akran İlı̇şkı̇lerı̇ başlığı altında akranlarla beraber bütünleştirilmiş eğitimin faydaları ve akran ilişkilerinin kapsayıcılığa katkısı ele alınmıştır. Beşinci olarak Kapsayıcı Bireysel Eğitim Planı Tasarımı ve Uygulamaları başlığı altında kapsayıcı eğitim bağlamında bireysel ihtiyaçlar, kapsayıcı bir bireysel eğitim planının özellikleri ve bireysel eğitim planının kapsayıcılığının önündeki engeller tartışılmıştır. Altıncı ve yedinci başlıklar olan Öğrencı̇ Merkezlı̇ Sınıf Uygulamaları, Uyarlama ve Düzenlemeler ile İşbı̇rlı̇klı̇ Eğı̇tı̇m, Evrensel Tasarım ve Farklılaştırılmış̧ Öğretim içinde sınıf ortamının kapsayıcılığının geliştirilmesine ilişkin detaylı bir içerik sunulmuştur. Sekizinci olarak Kapsayıcı Ölçme, Tanılama ve Değerlendirme başlığı altında, eğitim sistemlerinin en çok tartışılan alanlarından biri olan ölçme, tanılama ve değerlendirmenin kapsayıcı eğitim bağlamında nasıl ele alınıp geliştirilebileceğine ilişkin bir içerik sunulmuştur. Kitabın dokuzuncu başlığı olan Kapsayıcı Rehberlı̇k ve Danışmanlık Pratiklerı̇ içinde okul rehberlik ünitelerinin, tüm çocukların ruh sağlığı ve başarısı için nasıl yeniden yapılandırılıp hizmet verme kapasitelerinin güçlendirilebileceğine ilişkin bir içerik sunulmuştur. Devam eden başlık olan Davranış Gelı̇şı̇mı̇ ve Yönetimı̇ içerisinde davranış süreçleri kapsayıcı eğitim bağlamında incelenmiştir. Takip eden iki bölümde Özel Gereksı̇nı̇mlı̇ Öğrencı̇lerı̇n Sosyal-Duygusal Gelı̇şı̇mı̇ ve Özel Gereksı̇nı̇mlı̇ Öğrencı̇lerı̇n Akademik Gelı̇ şı̇ mı̇ başlıkları altında başta özel gereksinimi bulunanlar olmak üzere tüm öğrencilerin kapsayıcı eğitim süreçleri içerisinde sosyal-duygusal ve akademik açıdan maksimum düzeyde gelişiminin sağlanması adına bilgilendirici ve yönlendirici bir içerik verilmiştir. Kitapta takip eden on üçüncü, on dördüncü ve on beşinci başlıklar olan Kapsayıcı Eğı̇tı̇mde Aile Temellı̇ Uygulamalar, Çocuk Merkezlı̇ Kapsayıcı Aile Uygulamaları ve Öğrenme Desteğı̇ Sunulması ile Çocukları Desteklemede Aile Katılımı ve İletı̇şı̇m başlıklarında, özel olarak okul sisteminin önemli bir paydaşı olan ailelerin kapsayıcı eğitimdeki rolüne yer verilmiş, ailelerin çocukları desteklemede, okul süreçlerine pedagojik, sosyal ve kültürel açıdan katkıda bulunmada ve toplum kapsayıcılığının düzeyini artırmada üstlenebilecekleri rol detaylı bir şekilde anlatılmıştır.
Background: Understanding the factors that influence the implementation of health interventions in the context of education is essential to improving outcomes for children and young people with speech and language needs (SLCN). Yet implementation considerations have not been adequately addressed when developing interventions for this context. The aim of this paper is to present a protocol for a scoping review of existing implementation frameworks that might guide SLCN intervention research in schools.
Methods: In accordance with scoping review guidelines, the study will be conducted in six phases: (1) identification of the research question, (2) identification of potentially relevant studies of Implementation Science frameworks, (3) study screening and selection, (4) charting and extracting data from identified frameworks, (5) collating, summarising and reporting the results and (6) consultation with stakeholders. Two reviewers will conduct the screening and extraction stages independently. Identified frameworks will be collated, and described, and constructs from the IS frameworks will be categorised using domains from the Consolidated Framework for Implementation Research. A draft implementation science model will be proposed based on the findings of the scoping review.
Conclusions: The findings of this review will provide guidance for researchers to begin to address implementation considerations when developing and facilitating the uptake of universal interventions for SLCN in the ordinary classroom, and ultimately can contribute towards improving outcomes for this vulnerable childhood population.
School psychologists (SPs) have emerged as a key agent in delivering or orchestrating evidence‐based, behavioural interventions in specialist settings with students who have a disability and challenging behaviour. These trends in practice create complex tensions and ethical dilemmas for SPs. UNICEF (2017) argue that all children with disabilities should be educated in mainstream settings and recommend that specialist education provision ends. Indeed, challenging behaviour is often the primary reason given to justify why children with disabilities are placed at a special school rather than their local mainstream school. A mapping literature review of research literature published 2009–2019 was undertaken to investigate this issue—namely, the type of specialist behavioural interventions delivered in specialist settings by SPs—and illuminate any tensions or ethical dilemmas arising. Contrary to expectations, literature reviewed was unclear whether SPs are increasingly involved in specialist settings delivering evidence‐based behavioural interventions. Articles surveyed tended to explore the use of evidence‐based behavioural interventions in mainstream settings to de‐escalating challenging behaviours, reducing the risk that students with disabilities are referred out of mainstream into specialist provision. Several studies captured by this review critically questioned whether evidence‐based behavioural interventions were suitable for use in educational settings of any type with students with a disability. Directions for future research are given, specifically: research should illuminate precisely what, if any, involvement SPs have in delivering behavioural interventions to students with disabilities in special schools, behaviour units and clinics, including greater discussion about any associated benefits or ethical risks.
La ponencia titulada “PRÁCTICAS INCLUSIVAS DURANTE EL COVID 19 UNA MIRADA DESDE LA GESTIÓN COMUNITARIA Y ACADÉMICA” tiene como objetivo reconocer en las prácticas pedagógicas los procesos de inclusión en los niños y niñas de básica primaria durante la cuarentena por el COVID-19 en la Institución Educativa Técnico San Martin De Tours, a través, de la reconstrucción de una experiencia vivida que dé espacio al diálogo, al debate y a la reflexión crítica, de tal manera que produzca una nueva mirada sobre la práctica pedagógica, en un tiempo en que emerge la necesidad de un cambio en las dinámicas del currículo; cuando el hogar se convierte en un espacio educativo y el docente debe diseñar diferentes estrategias de enseñanza, enfocadas a la atención de población diversa. Para empezar, se expone la práctica inclusiva, desde la diversidad y la diferencia con autores contemporáneos como: Corcini (2018), Skliar (2005) y la visión de Yarza (2008) desde el punto de vista de los dispositivos de formación, en un contexto en donde la inclusión educativa plantea retos a los procesos formativos de educadores, preguntándose por la importancia del aprender juntos o el aprender separados. De igual manera, se revisa el objetivo de la gestión educativa en lo que se ha construido como concepto de escuela, haciendo énfasis en la importancia de las condiciones y capacidades de la organización del sistema escolar, que hagan posible la inclusión y la diversidad, a través de políticas y programas diseñados con el fin de garantizar equidad y respeto por la diferencia. Para finalizar, se establece un análisis entorno a la articulación de la práctica pedagógica y la gestión del sistema frente a la pandemia global que nos ha sacudido, y que obliga a la educación a dirigirse hacia un cambió experimental en este tiempo de COVID-19.
The current study investigates school-level factors that affect the performance of students with disabilities on statewide assessments. Data were collected as part of a larger study examining the effects of education policy reform on students with disabilities. Statewide assessment data for students with disabilities from 2 school districts within 1 state were analyzed. Assessment results in reading and math in 3rd, 5th, and 8th grades across 2 school years were analyzed using a series of hierarchical linear regressions. Of the variables considered, only the performance of schools' general education students on the assessments added any predictive value to the regression model after accounting for school demographic indicators.
Over the past several years a number of constituencies in the USA and the UK have advocated for the concept of the inclusive school as the placement of choice for students with disabilities. Such a school offers appropriate educational opportunities to all students regardless of type or severity of disability or difficulty. To determine the characteristic features of such a school, two separate studies of inclusive educational practices were undertaken in locations that shared a commitment to inclusive education but differed geographically and culturally. The first study focused on the implementation of a statewide policy on inclusion in a rural state in the USA. The second study was conducted in a densely populated London Borough also committed to inclusive education. Both studies utilised interviews with key personnel and observations of innovative practice. Results suggest that effective inclusive schools are diverse problem solving organisations and that there are different ways of achieving this goal that must reflect the cultural and social context. The barriers faced by schools are described and suggestions for policy makers, administrators and practitioners are presented.
This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs.
This paper explores the relationship between concepts of inclusive education and the school culture of late 1990s Britain. It begins by establishing what the concept of culture might imply within the traditions of British society and the social climate of schooling. Inclusive educational issues concerning pedagogy and curriculum content are related toother settings by drawing examples of inclusive classroom cultures from the American context. The extent to which broad cultural values in contrasting areas of the world can determine the nature of inclusivity in schooling is evaluated in the context of a global market. The paper concludes with a reflection on the tensions between inclusive educational values and the current emphasis upon competition and selection.
For many, the concept of inclusive schools is seen as the logical development of a more tolerant and accepting society. Recent debates about inclusion have centred on the rights of children with disabilities to attend mainstream schools and the ways in which schools must change to make this a reality. At the same time, a competitive climate, brought about by a ‘new orthodoxy’ of educational reform in the developed world, is affecting the context in which schools are working. There has been a shift from policies based on equity, social progress and altruism to new laws underpinned by the philosophy of the market‐place. In such a climate, students with special educational needs are particularly vulnerable. This paper explores some of the issues that are emerging in England and Wales as policies designed to extend the concept of inclusive education are affected by the market‐place philosophies that have driven recent reforms.
Recent developments in the Department for Education and Skills (DfES) have produced a national pupil database (NPD) that contains information about the attainments of individual pupils. Every child in the country has been allocated a unique pupil number (UPN), which means that the academic progress of individuals can be tracked over time. It is possible to combine data on attainment with the demographic information which is obtained from the pupil level annual schools census (PLASC). These innovations make it possible to combine ‘value added’ information about pupil progress from one key stage of education to the next with data from the PLASC, which contains pupil background information, to produce a single matched data set. Thus the NPD and the PLASC are able to provide much of the necessary information to explore issues of individual pupil performance over their school careers. Notably, more specific information about the academic achievement of pupils who are described as having ‘special educational needs’ is now available. Lani Florian, lecturer in inclusion and special educational needs, Martyn Rouse, senior lecturer in inclusion and special educational needs, Kristine Black-Hawkins, senior research associate, and Stephen Jull, research associate, are all based at the University of Cambridge Faculty of Education. In this article, drawing on their work in the ‘Inclusion and Achievement Project’, they explore the problems and possibilities for researching issues of pupil achievement and inclusion through the use of these new national data sets.