Key Lessons Learned About Inclusive Education: summary of the 1996 Schonell Memorial Lecture

1997 ◽  
Vol 44 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
Inclusive Education ◽  
Lessons Learned ◽  
Memorial Lecture

scholarly journals The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education

2020 ◽  
Vol 2 (2) ◽  
pp. 21-39
Author(s):  
Brittany A Aronson ◽  
Racheal Banda ◽  
Ashley Johnson ◽  
Molly Kelly ◽  
Raquel Radina ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Collaborative Work ◽  
Lessons Learned ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Social Justice Teaching

In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership. 

Inclusive Education in Pakistan: Experiences and Lessons Learned from the ENGAGE Project

2010 ◽  
Author(s):  
Susan Caceres ◽  
Mahmood Awan ◽  
Tanzila Nabeel ◽  
Zahid Majeed ◽  
Jerome Mindes
Keyword(s):  
Inclusive Education ◽  
Lessons Learned

Assessment and Culturally Relevant Inclusive Education

2019 ◽  
pp. 228-245
Author(s):  
Angi Stone-MacDonald ◽  
Japhari Robert Shehaghilo
Keyword(s):  
Inclusive Education ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Lessons Learned ◽  
Governmental Organization ◽  
Special Needs Education ◽  
History Of ◽  
Culturally Relevant Practices ◽  
Theory Research

In this chapter, the authors will describe a case study that illuminates assessment, identification, and inclusive educational practices in Tanzania. The key purposes of this chapter are to briefly describe the history of special needs education and policies and assessment practices in Tanzania, to examine how one non-governmental organization project uses culturally relevant assessment and inclusive education to support assessment and education of children in Tanzania, and to offer lessons learned from this study on how assessment and teacher preparation can support inclusive practices and teacher education in Tanzania and other similar locations. This chapter incorporates assessment theory, research in the field, and an understanding of culturally relevant practices drawn from the authors' practical work in the field and Tanzania. This chapter will add to the limited scholarly literature on assessment in inclusive education in Tanzania, while also offering research to practice solutions for teachers and teacher educators in the field.

scholarly journals COVID-19 and the inclusion of learners with disabilities in basic education in South Africa: A critical analysis

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Serges Djoyou Kamga
Keyword(s):  
South Africa ◽  
Inclusive Education ◽  
Basic Education ◽  
Lessons Learned ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Emergency Education ◽  
Online Platforms ◽  
The Government ◽  
Access To Data

This article examines the extent to which basic education, which is compulsory under international law, was inclusive of learners with disabilities during the COVID-19 pandemic. To this end, it examines measures taken by the government to ensure the continuity of basic education and the extent to which these measures are inclusive of learners with disabilities. It argues that moving education to online platforms, and conducting classes via radio and television are not accompanied by related reasonable accommodation measures to ensure the inclusion of leaners with disabilities. Among others, study material and numerous resources, online platforms and media are not in accessible formats, and learners with disabilities do not have access to data or internet broadband. In addition, the parents of these learners with disabilities are not trained to assist their children to study from home. The exclusion from school of learners with special needs is also characterised by a limited number of special schools in the country. In making its case, the article relies on South African and foreign jurisprudence on equality and inclusive education to inform the analysis. Ultimately the article finds that learners with disabilities are not included in the education system in the time of COVID-19. It explores general lessons learned during the pandemic which could be considered as an opportunity to re-think how emergency education planning can be inclusive of children or learners with disabilities in the future. While the discussion focuses on South Africa, lessons learned apply across Africa where persons with disabilities generally are marginalised.

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