Inclusive Education: International Policy and Practice20116Ann Cheryl Armstrong, Derrick Armstrong and Ilektra Spandagou. Inclusive Education: International Policy and Practice. London: Sage 2010. 162 pp., ISBN: 978‐1‐84787‐941‐7 £24.99

Abstract Numerous scholars have suggested that the standard knowledge base of the field of special education is not a suitable intellectual foundation for the development of research, policy, and practice in the field of inclusive education. Still, we have yet to have a dialogue on what conceptual foundations may be most generative for the growth and development of the field of inclusive education. This article imagines and initiates such a new dialogue among educational researchers and teacher educators about the intellectual resources that can best support inclusive educators everywhere. As inclusive education gets increasingly taken up within international policy discourses, it may be imperative to explore and identify theories and ideas that can be responsive to diverse and hugely unequal contexts of schooling. This article forwards an initial collection of intellectual resources for an inclusive education that can accommodate such complex schooling conditions and invites rich scholarly exchange on this issue.

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The Humanitarian-Development-Peace Nexus: Solving Rubik’s Cube in Policy and Practice

Journal of International Cooperation and Development ◽

10.36941/jicd-2020-0011 ◽

2020 ◽

Vol 3 (1) ◽

pp. 129

Author(s):

Diego A. Cimino

Keyword(s):

21St Century ◽

Policy Making ◽

Policy And Practice ◽

International Policy ◽

Rubik's Cube ◽

Rubik’S Cube

Historically, the 20’s of each of the last centuries proved to be challenging years, where moments of historical opportunities were followed by daunting global difficulties. The 20’s of this 21st Century clearly followed the same historical destiny, with still an uncertain ending. Even before the Covid-19 pandemic, the geopolitical, economic, social and environmental complexities of today’s world appeared as inter-connected as ever before. The aim of this paper is to analyze most discussed nexuses in the international policy-making space, the so called “Humanitarian-Development-Peace Nexus” or “Triple-Nexus”, referred to the gradual coordination, cooperation, integration and interaction of humanitarian, development and peace actions and actors at all levels.

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Educational Policy and Practice Contexts

Disability, Stigma, and Children's Developing Selves ◽

10.1093/oso/9780190844868.003.0003 ◽

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.”

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Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

Australasian Journal of Special Education ◽

10.1017/s1030011200025331 ◽

2005 ◽

Vol 29 (2) ◽

pp. 155-171 ◽

Cited By ~ 1

Author(s):

Suzanne Carrington ◽

Kris Holm

Keyword(s):

School Culture ◽

Students With Disabilities ◽

Inclusive Education ◽

School Community ◽

School Principal ◽

School Development ◽

Student Empowerment ◽

Policy And Practice ◽

Inclusive School ◽

Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

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The 3P model for creating sustainable educational reform: an epilogue to the special issue

Journal of Educational Administration ◽

10.1108/jea-03-2020-0074 ◽

2020 ◽

Vol 58 (5) ◽

pp. 571-584

Author(s):

Thomas Peter Gumpel ◽

Judah Koller ◽

Naomi Weintraub ◽

Shirli Werner ◽

Vered Wiesenthal

Keyword(s):

Inclusive Education ◽

Educational Administration ◽

Medical Model ◽

Special Issue ◽

Policy And Practice ◽

Content Type ◽

Global Trends ◽

Global Movement ◽

Inclusive Policy ◽

3P Model

PurposeThis article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approachThis article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.FindingsThe authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implicationsThe authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implicationsUnderstanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/valueThis article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

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Resolving Barriers to Access to the General Curriculum: Lessons From an Exemplary Inclusive District

Inclusion ◽

10.1352/2326-6988-5.2.121 ◽

2017 ◽

Vol 5 (2) ◽

pp. 121-135

Author(s):

Amy J. Olson ◽

Andrea L. Ruppar

Keyword(s):

General Education ◽

Inclusive Education ◽

Shared Vision ◽

General Curriculum ◽

Policy And Practice ◽

Instrumental Case Study ◽

Educational Personnel ◽

Barriers To Access ◽

Beliefs And Values ◽

Learning And Collaboration

Abstract Although access to general curriculum content is most likely to occur in general education contexts, teachers and educational personnel are often challenged to implement the practice. In this instrumental case study, we examined the ways that a team of educational personnel in a district, which was identified as an exemplar of inclusive education, understood and worked to overcome the barriers to providing students with intellectual and developmental disabilities (IDD) access to general education content in general education contexts. Educational personnel faced typical barriers to inclusive education, including educational personnel's beliefs and values, knowledge and practices, and time to collaborate. We examined the ways that the educational personnel engaged in reform in order to draw conclusions about how change processes occur when the goal is access to the general curriculum in general education contexts. Findings suggest that, although the process of change can take time, administrators implemented a “forced change” to spur a values shift while offering continued support. Educational personnel engaged in ongoing learning and collaboration to maintain the momentum of the change toward the shared vision while continuing to build relationships with students and provide individualized support. Implications in relationship to policy and practice for inclusive education are discussed.

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