Financing Inclusive Education: Policy Challenges, Issues and Trends

In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

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A Comparative Study of the Inclusive Education Policy in Vietnam and Malaysia: Proposed Solutions for Sustainable Development Education in Vietnam

Education Quarterly Reviews ◽

10.31014/aior.1993.02.03.86 ◽

2019 ◽

Vol 2 (3) ◽

Author(s):

Pham Hoang Tu Linh ◽

◽

Ali Sorayyaei Azar ◽

Keyword(s):

Sustainable Development ◽

Education Policy ◽

Comparative Study ◽

Inclusive Education ◽

Development Education ◽

Inclusive Education Policy ◽

Sustainable Development Education

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La Educación Inclusiva como un derecho humano

Revista de Filosofia y Cotidianidad ◽

10.35429/jpdl.2019.17.5.24.31 ◽

2019 ◽

pp. 24-31

Author(s):

Eliseo Guajardo-Ramos ◽

Fanny Elizabeth Corral-Carteño ◽

Laura Padilla-Castro ◽

Alma Janeth Moreno-Aguirre

Keyword(s):

Quality Of Life ◽

Education Policy ◽

Inclusive Education ◽

Human Right ◽

International Agencies ◽

Inclusive Education Policy ◽

Educational Inclusion ◽

The Impact ◽

Over Time

The interest of many scholars in the field of education to contribute to the task of moving from an educational inclusion policy towards an inclusive education policy involves aspects that go beyond recognizing the issues being addressed. At first, it represents the identification and analysis of the contributions of experts who have problematized on the different contexts surrounding the issue of inclusion in education for several decades. Proposals, initiatives and actions derived from each of the different scenarios mentioned, both by national and international agencies over time, have laid the foundations for inclusive education to approach its consolidation as a fundamental human right. At the same time, the impact of the results of an inclusive education for the benefit of the quality of life of those who have identified themselves as socially violated subjects over time is analized.

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Exploring Teachers' perceptions of the Implementation of Inclusive Education in a Regular Primary School: A Papua New Guinea Study

10.26686/wgtn.17000848 ◽

2021 ◽

Author(s):

◽

Jenny Apurel Mambo

Keyword(s):

Education Policy ◽

Primary School ◽

Papua New Guinea ◽

Inclusive Education ◽

New Guinea ◽

Head Teacher ◽

Policy And Practice ◽

Teachers Perceptions ◽

Study Approach ◽

Inclusive Education Policy

<p>The purpose of this study was to investigate teachers‟ perceptions of the implementation of inclusive education in one regular primary school in the Southern Highlands Province of Papua New Guinea. The school was made up of twenty-five teachers and an estimate of 350 students. However only twenty teachers participated in the study. The twenty teachers were composed of one head teacher, one deputy head teacher, two senior subject teachers, five senior teachers and eleven classroom teachers. It was a qualitative study using a case study approach. The data were gathered through questionnaires, individual interviews, focus group interviews, and document analysis. The results of this study showed that (i) teachers were not fully aware of inclusive education policy and practice, (ii) poor implementation of inclusive education policy was due to lack of appropriate training and professional development, (iii) inclusive education needs to be funded separately by all levels of government.</p>

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