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Inclusive Education and Disability in the Global South
by Leda KamenopoulouThis edited volume examines the issue of inclusive education and disability in the global South. Presenting four qualitative research studies conducted in Malaysia, Bhutan, Philippines and Belize, the authors examine the implementation of inclusive education and disabled children’s participation in the education system: contexts on which very little is known. Thus, this book provides a unique opportunity to access rare context-specific information concerning this region of the world; and to reflect on the particular challenges some countries face in the realization of full participation of inclusion of all children within education. Authored by researchers who are also teaching professionals with experience and understanding of the complexities of the real world, this book reminds us that researchers and policy makers must listen to all voices and perspectives: especially those that have remained silenced and ignored.
Inclusive Education and Disability in the Global South
by Leda KamenopoulouThis edited volume examines the issue of inclusive education and disability in the global South. Presenting four qualitative research studies conducted in Malaysia, Bhutan, Philippines and Belize, the authors examine the implementation of inclusive education and disabled children’s participation in the education system: contexts on which very little is known. Thus, this book provides a unique opportunity to access rare context-specific information concerning this region of the world; and to reflect on the particular challenges some countries face in the realization of full participation of inclusion of all children within education. Authored by researchers who are also teaching professionals with experience and understanding of the complexities of the real world, this book reminds us that researchers and policy makers must listen to all voices and perspectives: especially those that have remained silenced and ignored.
Inclusive Education at the Crossroads: Exploring Effective Special Needs Provision in Global Contexts (Connecting Research with Practice in Special and Inclusive Education)
by Philippa Gordon-Gould Garry HornbyInclusive Education at the Crossroads explores the short and long-term effectiveness of government plans to reform policy for special needs education, confronting difficult questions on policies about inclusion and suggesting alternative ways forward for achieving more effective education of children with special educational needs and disabilities (SEND).Inclusion has been a central concern for education systems globally for over three decades. However, has preoccupation with inclusion been at the expense of effective education for children with SEND? Where do policies for inclusion lead, and do they amount to the special education reform that is needed? What do the worldwide experiences of inclusion and special education reveal about how to improve the quality of education systems for all children in the future? How effective is the provision for children with SEND today? Through this informative and topical book, Gordon-Gould and Hornby shine an interrogating spotlight on current provision for SEND and ask if current legislation and policy inadvertently reinforce problems; if they cause many children with SEND to fall short of their potential, as well as preventing many schools from improving their levels of overall academic attainment. Inclusive Education at the Crossroads provides theory and research for teachers, school leaders, governors, policy makers, researchers, parents, post graduate students and anyone seeking practical solutions to meeting the needs of pupils with SEND in any global context. It will encourage open debate about the essence of educational inclusion in order to stimulate creative thinking among all stakeholders.
Inclusive Education at the Crossroads: Exploring Effective Special Needs Provision in Global Contexts (Connecting Research with Practice in Special and Inclusive Education)
by Philippa Gordon-Gould Garry HornbyInclusive Education at the Crossroads explores the short and long-term effectiveness of government plans to reform policy for special needs education, confronting difficult questions on policies about inclusion and suggesting alternative ways forward for achieving more effective education of children with special educational needs and disabilities (SEND).Inclusion has been a central concern for education systems globally for over three decades. However, has preoccupation with inclusion been at the expense of effective education for children with SEND? Where do policies for inclusion lead, and do they amount to the special education reform that is needed? What do the worldwide experiences of inclusion and special education reveal about how to improve the quality of education systems for all children in the future? How effective is the provision for children with SEND today? Through this informative and topical book, Gordon-Gould and Hornby shine an interrogating spotlight on current provision for SEND and ask if current legislation and policy inadvertently reinforce problems; if they cause many children with SEND to fall short of their potential, as well as preventing many schools from improving their levels of overall academic attainment. Inclusive Education at the Crossroads provides theory and research for teachers, school leaders, governors, policy makers, researchers, parents, post graduate students and anyone seeking practical solutions to meeting the needs of pupils with SEND in any global context. It will encourage open debate about the essence of educational inclusion in order to stimulate creative thinking among all stakeholders.
Inclusive Education Developments in Africa (Ius Gentium: Comparative Perspectives on Law and Justice #117)
by Ngozi Chuma UmehThis book contributes to the discourse on disability in Africa as an issue of systemic exclusion characterized by the discrimination and often complete segregation of persons with disabilities (PWDs) in various African countries. Despite the inclusive promise of the Convention on the Rights of Persons with Disabilities (CRPD) as well as the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Persons with Disabilities in Africa, the situation has not actually improved for PWDs in Africa. Given the powerful evidence of the devaluation of PWDs in connection with the COVID-19 pandemic, it is high time to reflect on the experiences of persons with disabilities in education, along with other forms of discrimination they encounter. The book’s respective chapters assess how well the existing legal frameworks, policies and practices in most African countries have met the needs for inclusion of children and adults with disabilities. The social and economic rights of persons with disabilities are protected in the constitutions of most countries and enshrined in the normative frameworks that most African leaders have adopted and ratified. These commitments need to be borne in mind when thinking about the present and the future. Inclusive development is an investment and must be viewed as part of a package of reforms that are connected to substantive social protection and improvements in realizing other socio-economic goods. Indeed, a range of alliances are needed to advance the goals of ‘leaving no one behind’, ensuring ‘education for all’, and delivering on the African Union’s call for the development of policies, programmes and requisite budgets for the realization of inclusive education for persons with disabilities.
Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom
by Rebecca WoodThis book presents original, empirical research that reframes how educators should consider autism and educational inclusion. Rebecca Wood carefully unpicks common misapprehensions about autism and how autistic children learn, and reconsiders what inclusion can and should mean for autistic learners in school settings. Drawing on research and interwoven with comments from autistic child and adult contributors throughout, the book argues that inclusion will only work if the ways in which autistic children think, learn, communicate and exhibit their understanding are valued and supported. Such an approach will benefit both the learner and the whole classroom. Considering topics such as the sensory environment, support, learning and cognition, school curriculums, communication and socialisation, this much needed book offers ideas and insight that reflect the practical side of day-to-day teaching and learning, and shows how thinking differently about autism and inclusion will equip teachers to effectively improve teaching conditions for the whole school.
Inclusive Education in China: Ideas, Practices, and Challenges
by Wangqian FuBy adopting a comparative approach, this book investigates the philosophy, policy, practices, and challenges of inclusive education in the Chinese contexts, recognizing influences of Chinese culture, such as Confucianism, collectivism, and familism. In the 1980s, the Chinese government promoted a policy named “Learning in Regular Classroom” to ensure educational rights for children with disabilities, which subsequently turned into an inclusive education program in the western sense. Starting from this point, the policy and practice of inclusive education have developed tremendously. To facilitate reflection and future development, this is the latest and most comprehensive attempt at understanding the status quo of inclusive education in China from a variety of perspectives: from early childhood to higher education, from family to schools and communities, from peers to teachers and parents. It also analyzed the unique Chinese philosophy of inclusive education, adding to current debates with a Chinese lens. This book will appeal to academics, students, and practitioners in disciplines such as education, early childhood studies, sociology, social work, social policy, disability studies, and youth studies.
Inclusive Education in China: Ideas, Practices, and Challenges
by Wangqian FuBy adopting a comparative approach, this book investigates the philosophy, policy, practices, and challenges of inclusive education in the Chinese contexts, recognizing influences of Chinese culture, such as Confucianism, collectivism, and familism. In the 1980s, the Chinese government promoted a policy named “Learning in Regular Classroom” to ensure educational rights for children with disabilities, which subsequently turned into an inclusive education program in the western sense. Starting from this point, the policy and practice of inclusive education have developed tremendously. To facilitate reflection and future development, this is the latest and most comprehensive attempt at understanding the status quo of inclusive education in China from a variety of perspectives: from early childhood to higher education, from family to schools and communities, from peers to teachers and parents. It also analyzed the unique Chinese philosophy of inclusive education, adding to current debates with a Chinese lens. This book will appeal to academics, students, and practitioners in disciplines such as education, early childhood studies, sociology, social work, social policy, disability studies, and youth studies.
Inclusive Education in Europe (Routledge Revivals)
by Christine O'HanlonOriginally published in 1995, this book offers a crucial view of the implementation of legislation for the integration of pupils with special educational needs in EU countries at the time. The match or mismatch between the rhetoric and reality, between the policy and the practice are reviewed by presenters from a recent appraisal of progress in individual national contexts. Authors are critical of the situation in their own countries and call upon recent and relevant research sources to support their views. The relationships between particular themes in the education of pupils with special needs are observed and compared in a broad European context.
Inclusive Education in Europe (Routledge Revivals)
by Christine O'HanlonOriginally published in 1995, this book offers a crucial view of the implementation of legislation for the integration of pupils with special educational needs in EU countries at the time. The match or mismatch between the rhetoric and reality, between the policy and the practice are reviewed by presenters from a recent appraisal of progress in individual national contexts. Authors are critical of the situation in their own countries and call upon recent and relevant research sources to support their views. The relationships between particular themes in the education of pupils with special needs are observed and compared in a broad European context.
Inclusive Education in South Africa and the Developing World: The Search for an Inclusive Pedagogy (Emerald Points)
by Sigamoney Manicka NaickerThis book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world. With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group. Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.
Inclusive Education in South Africa and the Developing World: The Search for an Inclusive Pedagogy (Emerald Points)
by Sigamoney Manicka NaickerThis book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world. With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group. Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.
Inclusive Education in the Russian Federation: Scoping International and Local Relevance
by Tsediso Michael Makoelle Maria Kozlova Elena Iarskaia-SmirnovaMarketing text: This book provides the first evidence-based accounts of inclusive education in a Russian context. It explores the critical educational changes in the Russian Federation within the post-soviet space and internationally. The book analyzes the transformation of educational practices as Russia transitions from an educational model of student support with an emphasis on disability to a broader conceptualization of inclusive education. Among others, this book discusses inclusive education in the context of: • School and preschool institutions; • higher education institutions; • non-Russian-speaking children and children with migration experience; • culture-sensitive education; • indigenous minorities; • technological and methodological support; • the role of stakeholders such as NGOs, parents, and other social groups; • teacher preparation and professional development. This book is intended for teachers, inclusive education coordinators, principals and school managers, policymakers, teacher educators, scholars of inclusion, and university professors, along with community organizations and students of inclusive courses in a Master in Education.
Inclusive Environments and Access to Commercial Property
by Adrian TaggThis book presents and examines the challenges and compromises required to deliver inclusivity in the existing commercial-built environment and the socio-economic benefits that could result from successfully delivering it.To illuminate the advantages of an inclusive environment to property owners, investors and service providers, the book covers the history of disability and evolution of the legislation and examines the demographics and types of disability to question the ‘one size’ ‘blanket’ approach that currently exists to providing access. Delving further into the characteristics of the commercial property sectors and individual disability-specific requirements, experienced commercial building surveyor, Adrian Tagg, analyses the contradictions in the existing legislation to establish examples of design compromise or reasonable adjustments. He seeks to contextualise public and commercial attitudes to disability and go further to demystify the term ‘reasonable adjustment’, which is used currently as a tool of compromise in providing access. The aim is to assess disability-specific requirements for access, as well as adopt a simplistic approach to developing access solutions to the existing built environment from a consultancy and user perspective.Ultimately, this publication hopes to promote accessibility and inclusion from the perspective of surveyors, investors and landlords working in commercial property. It is not just targeted at those on undergraduate or post-graduate surveying courses, as well as those early career professionals undertaking their APC or post-graduate qualifications, but also at those owning or delivering goods, services and employment from commercial premises who want to make a difference.
Inclusive Environments and Access to Commercial Property
by Adrian TaggThis book presents and examines the challenges and compromises required to deliver inclusivity in the existing commercial-built environment and the socio-economic benefits that could result from successfully delivering it.To illuminate the advantages of an inclusive environment to property owners, investors and service providers, the book covers the history of disability and evolution of the legislation and examines the demographics and types of disability to question the ‘one size’ ‘blanket’ approach that currently exists to providing access. Delving further into the characteristics of the commercial property sectors and individual disability-specific requirements, experienced commercial building surveyor, Adrian Tagg, analyses the contradictions in the existing legislation to establish examples of design compromise or reasonable adjustments. He seeks to contextualise public and commercial attitudes to disability and go further to demystify the term ‘reasonable adjustment’, which is used currently as a tool of compromise in providing access. The aim is to assess disability-specific requirements for access, as well as adopt a simplistic approach to developing access solutions to the existing built environment from a consultancy and user perspective.Ultimately, this publication hopes to promote accessibility and inclusion from the perspective of surveyors, investors and landlords working in commercial property. It is not just targeted at those on undergraduate or post-graduate surveying courses, as well as those early career professionals undertaking their APC or post-graduate qualifications, but also at those owning or delivering goods, services and employment from commercial premises who want to make a difference.
Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education #7)
by Joanne Deppeler Tim Loreman Lani Florian Ron SmithThis volume focuses on an inclusive pedagogical approach for enhancing teaching and learning in key areas of curriculum including: literacy, mathematics, science, social studies, and the arts. In the introductory chapters, the concept of inclusive pedagogy is framed in relation to the actions of teachers in providing quality teaching and learning experiences for everyone in inclusive classrooms. Unlike much of what has previously occurred in inclusive practice the approach does not differentiate by providing alternative teaching and learning for students who are different. Focusing on what is to be learned in a particular subject area, the intention is to avoid the issues associated with defining some learners as different.
Inclusive Physical Education Around the World: Origins, Cultures, Practices
by Martin E. Block Sandra HeckInclusive Physical Education Around the World is the first book to survey inclusive physical education worldwide, to examine the history of inclusive physical education across different regions, and to compare their policy, practice and educational cultures. Featuring the work of leading researchers from Africa, Asia, Australia, Europe, the Middle East, North America and South America, the book provides a unique interdisciplinary contribution to the fields of physical education, history and pedagogy. It provides readers with information on the origins and historical development of inclusion in schools and teaches them about different ways that inclusive physical education has grown and is implemented in different countries. This is essential reading for anybody with an interest in physical education, disability sport, adapted physical activity, special educational needs (SEN) teaching or social justice in education. It is a vital resource for postgraduates, researchers and academics who are interested in studies on inclusion and heterogeneity, as well as sport and cultural historians, physical education teachers and students.
Inclusive Physical Education Around the World: Origins, Cultures, Practices
by Martin E. Block Sandra HeckInclusive Physical Education Around the World is the first book to survey inclusive physical education worldwide, to examine the history of inclusive physical education across different regions, and to compare their policy, practice and educational cultures. Featuring the work of leading researchers from Africa, Asia, Australia, Europe, the Middle East, North America and South America, the book provides a unique interdisciplinary contribution to the fields of physical education, history and pedagogy. It provides readers with information on the origins and historical development of inclusion in schools and teaches them about different ways that inclusive physical education has grown and is implemented in different countries. This is essential reading for anybody with an interest in physical education, disability sport, adapted physical activity, special educational needs (SEN) teaching or social justice in education. It is a vital resource for postgraduates, researchers and academics who are interested in studies on inclusion and heterogeneity, as well as sport and cultural historians, physical education teachers and students.
Inclusive Practice in the Primary School: A Guide for Teachers (PDF)
by Sarah Trussler Debs RobinsonDo you want to feel more confident when teaching children with Special Educational Needs and Disabilities (SEND)? Would you like to be a more inclusive teacher? This book provides clear and flexible frameworks for effective inclusive teaching, and explains how to teach and plan for supporting any child's learning, no matter what their needs are. With case studies and activities the book: explains and contextualizes current beliefs towards SEN provides models for practice encourages you to engage in thinking about SEN and inclusion offers interactive reflection points throughout links out to research with suggestions for further reading Whether you're training to be a primary school teacher or already in the classroom this book will make you feel confident to be the inclusive teacher you need to be.
Inclusive Practice in the Primary School: A Guide for Teachers
by Sarah Trussler Debs RobinsonDo you want to feel more confident when teaching children with Special Educational Needs and Disabilities (SEND)? Would you like to be a more inclusive teacher? This book provides clear and flexible frameworks for effective inclusive teaching, and explains how to teach and plan for supporting any child's learning, no matter what their needs are. With case studies and activities the book: explains and contextualizes current beliefs towards SEN provides models for practice encourages you to engage in thinking about SEN and inclusion offers interactive reflection points throughout links out to research with suggestions for further reading Whether you're training to be a primary school teacher or already in the classroom this book will make you feel confident to be the inclusive teacher you need to be.
Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education #11)
by Marion MiltonThis volume draws together research and practice from the fields of literacy education and inclusion. As such it provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning throughout the curriculum. As such, we take a broadened view of inclusive education and include not only students with disabilities and learning difficulties, but also those whose linguistic, cultural or social backgrounds act to marginalise or inhibit their learning. Numerous books publish research on inclusive education but this volume is dedicated to the critical aspect of literacy and inclusive practices in a range of countries. The changes to literacy in today’s technological world are considered along with the impact on teaching and learning. Examples of good practice are provided, as are models of effective inclusion and differentiation in literacy teaching at different year levels, for different groups of students and the application in important subjects such as mathematics and science. Chapter authors have expertise in the fields of pre-school and early literacy, mathematical, technology and science literacy, English as an additional language, literacy difficulties in primary and secondary schools, inclusion and special education. They provide highly relevant research and useful information for researchers, teacher educators and those engaged at all levels of the implementation of inclusive literacy education in schools.
Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education #11)
by Marion MiltonThis volume draws together research and practice from the fields of literacy education and inclusion. As such it provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning throughout the curriculum. As such, we take a broadened view of inclusive education and include not only students with disabilities and learning difficulties, but also those whose linguistic, cultural or social backgrounds act to marginalise or inhibit their learning. Numerous books publish research on inclusive education but this volume is dedicated to the critical aspect of literacy and inclusive practices in a range of countries. The changes to literacy in today’s technological world are considered along with the impact on teaching and learning. Examples of good practice are provided, as are models of effective inclusion and differentiation in literacy teaching at different year levels, for different groups of students and the application in important subjects such as mathematics and science. Chapter authors have expertise in the fields of pre-school and early literacy, mathematical, technology and science literacy, English as an additional language, literacy difficulties in primary and secondary schools, inclusion and special education. They provide highly relevant research and useful information for researchers, teacher educators and those engaged at all levels of the implementation of inclusive literacy education in schools.
Inclusive Research with People with Learning Disabilities: Past, Present and Futures
by Kelley Johnson Jan WalmsleyThe authors discuss participative approaches to research and provide an up-to-date account of inclusive practice with individuals with learning disabilities. Drawing on evidence from two major studies, they explain how lessons learnt from inclusive research in the learning disability field are applicable to others working with marginalized groups.
Inclusive Schooling: National and International Perspectives (Rutgers Invitational Symposium on Education Series)
by Stanley J. Vitello Dennis E. MithaugThis book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries. The purpose of inclusion policy is to prevent the marginalization of people who experience unfavorable circumstances in life. It is an approach to the education of students with disabilities that is based on a commitment to what all members of a free society deserve in order to become fully participating members--a fair chance to find a meaningful place in their own communities. This book is a kind of status report on what inclusive education has achieved and what it may achieve in the future for children and youth with disabilities. It describes the philosophical, legal, and practical terrain covered by inclusion policy in general and inclusive schooling in particular. Contributors assess inclusion policy and suggest ways to reconceptualize it, bringing to their data analysis a depth of experience and knowledge about public schooling in their respective countries. Although inclusion of students with disabilities in general education classes has been embraced by politicians and educators calling for equal opportunity in our society and is being incorporated into national and international education laws, it continues to be controversial and the debate is sometimes heated. A goal of this book is to shed some light on this debate. Is inclusion mostly about student placement? Are students with disabilities attaining social and learning membership in general classrooms? Have they benefitted from inclusion? How about students without disabilities? What have been the benefits? Must learning take second priority to socialization and friendship? Are teachers getting the training they need? How do parents feel about inclusion programs? How do students feel? What kind of curricular accommodations should be made? These and other questions are addressed. This volume is based on original papers presented by the contributing authors in October 1997 at the Rutgers Invitational Symposium on Education on Inclusive Schooling: National and International Perspectives.
Inclusive Schooling: National and International Perspectives (Rutgers Invitational Symposium on Education Series)
by Stanley J. Vitello Dennis E. MithaugThis book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries. The purpose of inclusion policy is to prevent the marginalization of people who experience unfavorable circumstances in life. It is an approach to the education of students with disabilities that is based on a commitment to what all members of a free society deserve in order to become fully participating members--a fair chance to find a meaningful place in their own communities. This book is a kind of status report on what inclusive education has achieved and what it may achieve in the future for children and youth with disabilities. It describes the philosophical, legal, and practical terrain covered by inclusion policy in general and inclusive schooling in particular. Contributors assess inclusion policy and suggest ways to reconceptualize it, bringing to their data analysis a depth of experience and knowledge about public schooling in their respective countries. Although inclusion of students with disabilities in general education classes has been embraced by politicians and educators calling for equal opportunity in our society and is being incorporated into national and international education laws, it continues to be controversial and the debate is sometimes heated. A goal of this book is to shed some light on this debate. Is inclusion mostly about student placement? Are students with disabilities attaining social and learning membership in general classrooms? Have they benefitted from inclusion? How about students without disabilities? What have been the benefits? Must learning take second priority to socialization and friendship? Are teachers getting the training they need? How do parents feel about inclusion programs? How do students feel? What kind of curricular accommodations should be made? These and other questions are addressed. This volume is based on original papers presented by the contributing authors in October 1997 at the Rutgers Invitational Symposium on Education on Inclusive Schooling: National and International Perspectives.