Inclusive and Special Education Policies in South America

Author(s):  
Andrés Payà

In the last decade, inclusive education policies have been one of the priorities within the pedagogical and social agendas of different South American countries. However, the great complexity and enormous diversity of both concepts (inclusive education and South America) demand a detailed analysis of what it means to strive for educational progress throughout such an extensive territory. On the one hand, inclusive education encompasses both traditional special education as well as other key issues that are closely linked: equity, quality, diversity, universality, access, participation, intersectionality, rights, individualization, and so on. On the other hand, South America is a real, complex, multifaceted territory in which different countries with very different political, economic, and social situations coexist (Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, and Venezuela). As such, it is necessary to begin with comparative education and educational policy in order to understand the different educational priorities of each region as well as the organizations and stakeholders that have an impact. The development of inclusive education has not been uniform. Indeed, because there is no consensus regarding what inclusion means and represents, though there have been correlations, its evolution has been unequal throughout different countries. A study of both national and transnational inclusive educational policies will allow us to better understand and approximate this complex reality, as well as to anticipate forthcoming educational challenges.

2016 ◽  
Vol 118 (2) ◽  
pp. 1-42
Author(s):  
Jason Ellis ◽  
Paul Axelrod

Background/Context It is frequently assumed that changes in special education policies since 1945 have come mostly from “landmark research” or actions of a few “pioneers.” We argue in this article that there have been many different sources of change, including legislation, court rulings, activism, and even shifts in socially and historically constructed categories of ability. In contrast to the contention that there has been “a gradual but steady progression towards the present inclusive education,” we argue that remarkable continuity has characterized certain elements of policy as well. The article identifies general trends in special education policy development historically that can help to inform the most current thinking about policy change in special and inclusive education. Purpose How has special education policy developed historically? What factors have been involved? How can historical research help education researchers, policy makers, school personnel, and others to deepen their understanding of the development of policy? The Toronto public school system is examined. The developmental trajectory of special education policy in Canada's largest urban school board generally resembles the development of policy in other large American and Canadian cities. The period from 1945 to the present was selected because the shifting character of special education policy across this broadsweep of time is not well understood. Research Design This qualitative study employs historical analysis. It draws on archival documents, school board and provincial government records, and pertinent secondary sources. Conclusions/Recommendations There are a few identifiable general trends in special education policy development historically. Prior to 1970, local school officials were empowered to make many changes in special education policy; since 1970, this ability has been eroded in favor of centralized policy making, with parents and others possessing some ability to influence policy change. Today, policy makers must balance different contextual factors and stakeholder interests that have developed over time, not least of all the interests of teachers who have been important partners to policy implementation. The degree of “policy talk” about inclusion, and about a social model of disability, has exceeded the degree to which either has actually been implemented. Rather, a continuum of services model that hybridizes segregated and inclusive settings continues today to characterize special education policies, as it has since the 1970s. Money matters in special education policy, especially when it is tied to specific policy options and can therefore influence local policy decisions, but also depending on whether the power to raise and disburse funds is held locally or centrally.


Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee

Chapter 3 lays the groundwork for understanding how educators incorporate national special education policies into their local, culturally based practices. It examines national disability policies and services in Japan, South Korea, Taiwan, and the U.S. Special education policies in all four nations have been influenced by the contemporary, international trend of inclusive education. Yet the ways in which policymakers and educators have responded to such international initiatives, which reinforce the individual rights of children with disabilities, vary cross-culturally. Such variation partly reflects culturally based differences in how the relative risks of disability labels and the benefits of specialized support are weighted, especially for these children whose functioning is at the border of “typical development” and “having disabilities.”


Author(s):  
Matthew J. Schuelka ◽  
Alisha M.B. Braun ◽  
Christopher J. Johnstone

In this introduction to the special issue, we argue that inclusive education research should move beyond a traditional 'deficit' approach, rooted in special education. The articles contained in this special issue represent new ways of conceptualizing, researching, and exploring inclusivity in education. In sum, this special issue makes the case that inclusivity in education requires a complex systems approach of analysis and advocacy that recognizes multiple layers, actors, and sites. Specifically, any way of understanding inclusivity in education needs to foreground participants, practitioners, and end-users. We believe that new ways of researching and conceputalizing inclusivty in education also fits into current trends in international and comparative education.


2012 ◽  
Vol 3 (1) ◽  
pp. 124
Author(s):  
Oleg Vasquez Arrieta ◽  
Carolina Susana Bernett Olivares ◽  
Lebisth María González Suárez ◽  
Jennifer Cabarcas Caro

Con el desarrollo de las políticas de educación inclusiva en Colombia encontramos que a las instituciones de educación inicial están llegando niños que se pueden cobijar bajo el concepto de la diversidad, siendo así nos preguntamos por la formación de las maestras quelos atenderán. Para responder la pregunta indagamos en los planes de estudio de las licenciaturas en Pedagogía Infantil o Educación preescolar las asignaturas con denominaciones relacionadas con los procesos de educación especial o inclusión, encontrando que se desarrollan contenidos que atienden los elementos conceptuales de la inclusión, las necesidades educativas especiales, la educación especial y la integración.ABSTRACT:With the development of inclusive education policies in Colombia found that initial education institutions are reaching children can shelter under the concept of diversity, being so we asked for the formation of the teachers that attend. To answer the question we inquire into the curricula of the degree in Early Childhood Education or Preschool denominations subjects with processes related to special education or inclusion, finding that develop content that address the conceptual elements of inclusion, educational needs special, special education and integration.


1996 ◽  
Vol 17 (3) ◽  
pp. 142-157 ◽  
Author(s):  
THOMAS M. SKRTIC ◽  
WAYNE SAILOR ◽  
KATHLEEN GEE

Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the “school-linked services integration” movement. by doing so, the authors argue that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century. they conclude the article with a political-economic argument for inclusive education and a discussion of the implications of constructivist reform efforts for the broader possibility of democratic renewal in society.


2021 ◽  
Vol 11 (4) ◽  
pp. 169
Author(s):  
João Lamego Lopes ◽  
Célia Regina Oliveira

Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.


Author(s):  
Mirna Nel

Africa is associated with Ubuntu values such as inclusiveness and treating others with fairness and human dignity. Such values align with human rights and social justice principles and are also integral to a social approach to inclusive education. However, there are several contextual and interconnected dynamics—environmental, cultural, and systemic—which impact on education systems and must be acknowledged when considering inclusive and special education. Several global developments have been endorsed and ratified by most African countries, such as the Education for All campaign, the Salamanca Statement and Framework for Action on Special Needs Education, the Millennium Development Goals, Sustainable Development Goal (SDG) 4, the Education 2030 Incheon Declaration and Framework for Action for the implementation of the SDG 4 framework, and the Convention on the Rights of Persons with Disabilities. Furthermore, due to an African renaissance in the building of human capital since the 19th century, education policies and practices are also transforming to address the specific needs of the African context. Human rights and social justice are sanctioned as basic principles of education by the majority of African countries. Great strides have consequently been made in the development of education policies to address the inclusive education drive. However, the emphasis in these education policies seems to be on integrating students with special needs or disabilities into public education, mainly by placing them in separate units or classes attached to mainstream schools, or in special schools. It is therefore essential that, within the Ubuntu approach of everyone belonging to a greater community, both local communities and wider society make a commitment wherein interactive political, cultural, social, environmental, and systemic dynamics influencing learning, as well as causing learning breakdown, are acknowledged and addressed. A focus on the individual child as a problem to be remediated and segregated from mainstream society and education should therefore be rejected. Consequently, The education community (including governments, education departments, local education offices, schools, teachers, parents, and learners) must regularly come together to reflect and develop in-depth understanding of the philosophy, theory, terminology, and practice of inclusive education within the African context, which should then reflect in specific developed policies and consequent practices.


Author(s):  
Marta Niemiec

One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.


2009 ◽  
Vol 4 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Simona D'Alessio ◽  
Amanda Watkins

This article has been especially written by the journal Guest Editors as an introduction to key issues in making international comparisons regarding inclusive policy and practice. The authors argue that there is a very real amplification of the methodological problems faced by researchers working in comparative education when they consider the field of special and inclusive education. Two ‘problem’ areas are discussed: (i) the incomparability of terminology – words such as inclusion may or may not have the same meaning when translated into other languages and also other contexts; and (ii) the inherent methodological difficulties within the ‘target’ population of research in inclusive education – pupils with special educational needs are not identified, assessed or offered provision in the same ways within countries. This means that comparisons of approaches within countries are problematic – and comparison of these countries at an international level becomes extremely difficult. Therefore, the key question is exactly what can be usefully compared?


Author(s):  
Munawar Haque

Abstract  The purpose of this article is to explore the views of Sayyid Abul AÑlÉ MawdËdÊ[1] on ijtihÉd.[2] It intends to trace the origins of MawdËdÊ’s ideas within the social, cultural and political context of his time, especially the increasing influence of modernity in the Muslim world.  The study will show that MawdËdÊ’s understanding of ijtihÉd and its scope demonstrates originality.  For MawdËdÊ, ijtihÉd is the concept, the process, as well as the mechanism by which the SharÊÑah,[3] as elaborated in the Qur’Én and the Sunnah[4] is to be interpreted, developed and kept alive in line with the intellectual, political, economic, legal, technological and moral development of society.  The notion of ijtihÉd adopted by MawdËdÊ transcends the confines of Fiqh[5] (jurisprudence) and tends therefore to unleash the dormant faculties of the Muslim mind to excel in all segments of life.   [1] Sayyid Abul AÑlÉ MawdËdÊ was born on September 25, 1903 in Awrangabad, a town in the present Maharashtra state of India in a deeply religious family.  His ancestry on the paternal side is traced back to the Holy Prophet (peace be upon him).  The family had a long-standing tradition of spiritual leadership, for a number of MawdËdÊ’s ancestors were outstanding leaders of ØËfÊ Orders.  One of the luminaries among them, the one from whom he derives his family name, was KhawÉjah QuÏb al-DÊn MawdËd (d. 527 AH), a renowned leader of the ChishtÊ ØËfÊ Order. MawdËdÊ died on September 22, 1979. See Khurshid Ahmad and Zafar Ishaq Ansari, “MawlÉnÉ Sayyid Abul AÑlÉ MawdËdÊ: An Introduction to His Vision of Islam and Islamic Revival,”, in Khurshd Ahmad and Zafar Ishaq Ansari (eds.) Islamic Perspectives: Studies in Honour of MawlÉnÉ Sayyid Abul A’lÉ MawdËdÊ,  (Leicester: The Islamic Foundation,1979), 360. [2]  In Islamic legal thought, ijtihÉd is understood as the effort of the jurist to derive the law on an issue by expending all the available means of interpretation at his disposal and by taking into account all the legal proofs related to the issue.  However, its scope is not confined only to legal aspect of Muslim society.  MawdËdÊ’s concept of ijtihÉd is defined as the legislative process that makes the legal system of Islam dynamic and makes its development and evolution in the changing circumstances possible.  This results from a particular type of academic research and intellectual effort, which in the terminology of Islam is called ijtihÉd.  The purpose and object of ijtihÉd is not to replace the Divine law by man made law.  Its real object is to properly understand the Supreme law and to impart dynamism to the legal system of Islam by keeping it in conformity with the fundamental guidance of the SharÊÑah and abreast of the ever-changing conditions of the world.  See Sayyid Abul AÑlÉ MawdËdÊ, The Islamic Law and Constitution, translated and edited by Khurshid Ahmad, (Lahore: Islamic Publications Ltd, 1983), 76.[3] SharÊÑah refers to the sum total of Islamic laws and guidance, which were revealed to the Prophet MuÍammad (peace be upon him), and which are recorded in the Qur’Én as well as deducible from the Prophet’s divinely guided lifestyle (called the Sunnah). See Muhammad ShalabÊ, al-Madkhal fÊ at-TaÑ’rÊf  b alil-Fiqh al-IslÉmÊ, (Beirut: n.p., 1968),.28.[4]Sunnah is the way of life of the Prophet (peace be upon him), consisting of his sayings, actions and silent approvals. It is also used to mean a recommended deed as opposed to FarÌ or WÉjib, a compulsory one.[5]  Originally Fiqh referred to deliberations related to one’s reasoned opinion, ra’y.  Later the expression Fiqh evolved to mean jurisprudence covering every aspect of Islam.  It is also applied to denote understanding, comprehension, and profound knowledge. For an excellent exposition on the meaning of Fiqh, see Imran Ahsan Khan Nyazee, Theories of Islamic law: The methodology of ijtihÉd, (Delhi: Adam Publishers & Distributors, 1996), 20-22.


Sign in / Sign up

Export Citation Format

Share Document