Educational Policy and Practice Contexts

2019 ◽  
pp. 39-66
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Individual Rights ◽  
Education Policies ◽  
Policy And Practice ◽  
Relative Risks ◽  
Culturally Based ◽  
The Individual ◽  
The U.S

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.”

Continuity and Change: Special Education Policy Development in Toronto Public Schools, 1945 to the Present

2016 ◽  
Vol 118 (2) ◽  
pp. 1-42
Author(s):  
Jason Ellis ◽  
Paul Axelrod
Keyword(s):  
Special Education ◽  
Education Policy ◽  
School Board ◽  
Inclusive Education ◽  
Policy Change ◽  
Policy Development ◽  
Developmental Trajectory ◽  
Education Policies ◽  
Policy Makers ◽  
Special Education Policy

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.

scholarly journals La formación del pedagogo infantil en relación con la educación especial o los procesos de inclusión// The infant teacher training regarding special education or inclusion processe.

2012 ◽  
Vol 3 (1) ◽  
pp. 124
Author(s):  
Oleg Vasquez Arrieta ◽  
Carolina Susana Bernett Olivares ◽  
Lebisth María González Suárez ◽  
Jennifer Cabarcas Caro
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Education Policies ◽  
Childhood Education ◽  
Educacion Especial

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.

Inclusive and Special Education in Asia

2020 ◽  
Author(s):  
Maya Kalyanpur
Keyword(s):  
Special Education ◽  
United Nations ◽  
Cultural Values ◽  
Inclusive Education ◽  
Cultural Influences ◽  
International Aid ◽  
Timor Leste ◽  
Professional Development Training ◽  
The United Nations ◽  
The Individual

Any analysis of inclusive and special education in Asia, past and present, must account for the immense variation in what constitutes Asia and recognize that finding patterns in the development of inclusive and special education across this vast continent is difficult. The variations relate to geographic topography, historical experiences, and cultural values, as well as to contemporary socio-economic and political conditions. For example, although both Oman and Timor Leste struggle with issues of accessibility and providing services in remote areas, Timor Leste’s mountainous terrain presents very different challenges from Oman’s desert conditions. Similarly, the different cultural influences of, say, Hinduism in Nepal, Islam in Jordan, and Buddhism in Cambodia have significant implications for attitudes towards disability, while differences in economic development between Japan and Bangladesh, for instance, have rendered the former a donor of international aid that sets the inclusive education agenda and the latter a recipient of both aid and agenda. While efforts to identify patterns in inclusive education globally have also attempted to define the nature of development in Asia, these analyses do not always account for the unique intra-continental variations. Overlooking these variations in socio-political and economic contexts becomes problematic when attempting to find solutions towards providing culturally responsive and culturally specific services appropriate to these unique circumstances. Additionally troubling is the more recent development of a geopolitical climate which assumes that inclusive and special education could and should, in fact, be the same, whether in Bangladesh or in Japan. Embodied by international aid agencies, such as the World Bank, the United Nations International Children’s Fund (UNICEF), and the United Nations Educational Scientific and Cultural Organization (UNESCO), these expectations have been captured within global policies, such as the 1994 Salamanca Statement on Inclusive Education, the 2008 UN Convention on the Rights of People with Disabilities, and more recently, the 2015 Millennium Sustainable Goals, and furthered through UNICEF’s and UNESCO’s curriculum packages and professional development training on inclusive education. There is a nascent body of scholars in some Asian countries that is beginning to identify indigenous alternatives, which, if allowed to thrive, could contribute to the development of an amalgamated structure of services that would be more appropriate to the individual contexts.

scholarly journals Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

2021 ◽  
Vol 11 (4) ◽  
pp. 169
Author(s):  
João Lamego Lopes ◽  
Célia Regina Oliveira
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Education Policies ◽  
Instructional Efficacy ◽  
Critical Elements ◽  
Special Education Needs ◽  
Professional Development Needs ◽  
Using Data ◽  
Teachers Professional Development

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.

scholarly journals INCLUSÃO ESCOLAR DE ALUNOS COM DEFICIÊNCIA NA REDE MUNICIPAL DE SÃO LUÍS

2016 ◽  
Vol 9 (2) ◽  
pp. 138
Author(s):  
Paulo Roberto de Jesus Silva ◽  
Mariza Borges Wall Barbosa de Carvalho
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Basic Education ◽  
Public Network ◽  
Public Networks ◽  
Local Municipality ◽  
Politica Educativa ◽  
La Red ◽  
Educacion Especial

A construção de uma educação democrática no país é uma questão fundamental para romper com o histórico processo de segregação e exclusão dos alunos público-alvo da Educação Especial. Nesse processo, as redes públicas municipais de educação encontram-se no centro das atenções, por serem as responsáveis prioritárias do Ensino Fundamental, etapa da Educação Básica na qual se concentra o maior número de matrículas desses alunos nas classes comuns. Assim, a Rede Pública Municipal de Educação São Luís-MA, lócus desta pesquisa, encontra-se no bojo da questão. Destarte, reflete-se sobre o processo de organização da política educacional para atender as exigências acentuadas pelo movimento de inclusão escolar desse alunado, movimento este imbricado com a própria dinâmica política pedagógica da SEMED de São Luís. Este estudo tem como objetivo central investigar sobre a estruturação da Política de Educação Especial da referida Rede Municipal no contexto de uma inclusão escolar. Para tanto, compreende-se como coerente esboçar um ensaio teórico a partir da revisão de literatura com aporte nas contribuições de autores de referência na área, bem como num diálogo profícuo com pesquisas em níveis de pós-graduação que anteriormente analisaram a referida Rede, bem como lança-se um olhar curioso e analítico sobre alguns dos mais relevantes documentos oficiais da Prefeitura local que versava sobre sua política de educação. Por fim, ousa-se realizar uma crítica sobre a dinâmica de constituição da política municipal de educação especial/inclusiva na perspectiva de contribuir na superação da segregação e exclusão que tem marcado a educação de importantes parcelas estudantis.Palavras-Chave: Educação Especial. Política Educacional. Inclusão Escolar.ABSTRACTThe construction of a democratic education in the country is a key issue to break with the historical process of segregation and exclusion of the target audience of Special Education students. In this process, the municipal education public networks are in the spotlight, to be the priority in charge of Basic Education, Basic Education stage in which the largest number of enrollments of these students in regular classes. Thus, the Municipal Public Network São Luís-MA Education, locus of this research lies in the core of the matter. Thus, reflected on the process of organizing the educational policy to meet the requirements marked by the movement of school inclusion of these students, moving this imbricated with the dynamics educational policy of São Luís - SEMED. This study has as main objective to investigate on the structuring of the Special Education Polic at the mentioned  Municipal Network in the context of a school inclusion. Therefore, we understand how coherent sketch a theoretical essay from the literature review with input on the contributions of authors of reference in the area, as well as a fruitful dialogue with research in graduate levels previously analyzed at the mentioned network and launches If a curious and analytical look at some of the most relevant official documents of the local municipality which was about his education policy. Finally, we dare to carry out a critique of the dynamics of formation of municipal policy of special / inclusive education in order to contribute in overcoming segregation and exclusion that has marked the education major student installments.Keywords: Special Education. Educational policies. School inclusion.RESUMENLa construcción de una educación democrática en el país es una cuestión fundamental para romper con el histórico proceso de segregación y la exclusión de los alumnos público objetivo de la Educación Especial. En este proceso, las redes públicas municipales de educación se encuentran en el centro de las atenciones, siendo responsables prioritarias de la Enseñanza Fundamental,  etapa de la Educación Básica, en la cual se concentra el mayor número de matrículas de estos estudiantes en las clases regulares. Así, la Red Pública Municipal de Educación de Sao Luis-MA, locus de esta investigación, se encuentra en el núcleo de la cuestión. Así, se refleja sobre el proceso de organización de la política educativa para cumplir con los requisitos marcados por el movimiento de la inclusión escolar de estos alumnos, movimiento este imbricado con la propia dinámica política pedagógica de la SEMED de São Luís. Este estudio tiene como objetivo central investigar la estructuración de la política de Educación Especial de la dicha Red Municipal en el contexto de una inclusión escolar. Para tanto, se comprende como coherente esbozar un ensayo teórico a partir de la revisión de la literatura con el aporte en las contribuciones de autores de referencia en la área, así como en un diálogo rentable con investigaciones en niveles de pos graduación que previamente analizaron la dicha Red, bien como se lanza una mirada curiosa y analítica en algunos de los más relevantes documentos oficiales del ayuntamiento sitio que versaba acerca de su política de educación. Por último, se atreve  llevar a cabo una crítica de la dinámica de constitución de la política municipal de educación especial / inclusiva a fin de contribuir en la superación de la segregación y la exclusión que ha marcado la educación de importantes cuotas estudiantiles.Palabras clave: Educación Especial. Política Educativa. Inclusión Escolar.

Inclusive and Special Education in Africa

2020 ◽  
Author(s):  
Mirna Nel
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Policies ◽  
African Countries ◽  
Persons With Disabilities ◽  
Special Needs Education ◽  
African Context

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.

Original sin(s): lessons from the US model of special education and an opportunity for leaders

2020 ◽  
Vol 58 (5) ◽  
pp. 507-520
Author(s):  
Jake Cornett ◽  
Kimberly M. Knackstedt
Keyword(s):  
United States ◽  
Special Education ◽  
Inclusive Education ◽  
Policy Development ◽  
The United States ◽  
Education Law ◽  
Policy And Practice ◽  
Persons With Disabilities ◽  
Content Type ◽  
The Us

PurposeThe United States (US) system of special education committed three original sins that perpetuate inequities between children with disabilities and their peers. The purpose of this paper is to examine the history of the US system, contrast this history against international disability law and identify opportunities for leaders to transform policy and practice for inclusive education.Design/methodology/approachThis paper explores the development of the three sins in US special education law: (1) weaving throughout it a medical model of disability, (2) failing to mandate inclusion and (3) hampering meaningful enforcement. The paper contrasts the US system with the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD), an international law adopted by 180 nations that requires inclusion of people with disabilities at all levels of systems.FindingsThis paper finds that the United States has not embraced inclusion in education, but has permitted a continuum of segregation and integration. After a discussion of the three sins and the CRPD, the authors describe opportunities for international and US leaders to learn from the original sins of the United States and develop a system of true inclusion for all students through the transformation of policy and practice.Originality/valueThis paper contributes to the literature on policy development and implementation, with implications for future amendments to US education law and international public administration of education.

Inclusive and Special Education Policies in South America

2020 ◽  
Author(s):  
Andrés Payà
Keyword(s):  
Special Education ◽  
South America ◽  
Inclusive Education ◽  
Comparative Education ◽  
Education Policies ◽  
Educational Challenges ◽  
Key Issues ◽  
The One ◽  
Social Agendas ◽  
Political Economic

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.

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