Global Trends in the Funding of Inclusive Education: A Narrative Review

2021 ◽  
pp. 51-65
Author(s):  
Umesh Sharma ◽  
Samantha Vlcek
Keyword(s):  
Inclusive Education ◽  
Narrative Review ◽  
Global Trends

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

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.

scholarly journals Exclusive education towards inclusion in higher education after 2015

2019 ◽  
Vol 1 (2) ◽  
pp. 20-37
Author(s):  
Moses Wandera
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Social Learning ◽  
Inclusive Education ◽  
The Self ◽  
Discourse Theory ◽  
Education For All ◽  
Social Discourse ◽  
Global Trends ◽  
The Social

The contours of social exclusions are broad and varied. However, tackling exclusion is like policy creation. This study sought to bring out the progress on inclusive education by addressing policy elements in exclusions and inclusive as its main objective based on the scope in policy creationand implementation in higher education. The study used theories; Heutagogy of Stewart Hase (2000); or the self - determined learning as well as Herbert Simon’s social learning (1947) theory or the social discourse theory. The study design was explorative with case surveys from the global trends as a benchmark for its scope including Kenya using the content analysis of Salamanca conference on inclusive education and Education For All and expectations thereafter from the year 2015. The lessons have been derived from survey cases of countries benchmarked as a basis for policy analysis, planning, implementation and for adoption for other countries like Kenya.

scholarly journals How do educational reforms change the share of students in special education? Trends in special education in Finland

2019 ◽  
Vol 19 (4) ◽  
pp. 364-384 ◽  
Author(s):  
Jonna Pulkkinen ◽  
Eija Räikkönen ◽  
Markku Jahnukainen ◽  
Raija Pirttimaa
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Piecewise Linear ◽  
Special Educational Needs ◽  
Global Trends ◽  
Reform Implementation ◽  
Before And After ◽  
Latent Growth Curve Modelling ◽  
Growth Curve Modelling ◽  
Education Statistics

Recent European and global trends in education have been to promote inclusive education and expand education, resulting in the increased provision of special education. In promoting inclusive education, recent special education reforms have also aimed to curtail the rise in identification rates for students in special education, for example, by focusing more on early support and discontinuing fiscal incentives to identify students with special educational needs. Using official special education statistics, we studied how Finland’s special education system reforms changed the share of students in special education. In addition, we examined variations in special education provisions among municipalities before and after the reforms, and identified municipal-level predictors of variations. This study utilised piecewise linear latent growth curve modelling to analyse changes, thereby providing an example of how this method can be applied in policy reform studies. The results indicated, in particular, that the funding reform has incentivised municipalities to decrease identification rates for students in special education and to diminish special education provision. However, different municipalities have different special education provisions and have changed these provisions in varied ways. In particular, we found that small and large municipalities differ in special education practices and reform implementation.

scholarly journals СУЧАСНА СИСТЕМА ОСВІТИ РЕСПУБЛІКИ ПОЛЬЩА: АКТУАЛЬНІ ПИТАННЯ РЕФОРМУВАННЯ

2020 ◽  
pp. 228-240
Author(s):  
Оксана Глушко ◽  
Keyword(s):  
Education Reform ◽  
General Education ◽  
Educational Reform ◽  
Inclusive Education ◽  
Education System ◽  
Structural Changes ◽  
Policy Formation ◽  
School Education ◽  
Global Trends ◽  
Technical Schools

The article examines the educational reform of the Republic of Poland, which was introduced in 2016. The methodological basis of the research is the system-integrated principle of scientific and pedagogical search. The theoretical and comparative analysis was based on the analysis of Polish legislative documents in the education field. The article describes the school system in Poland, which functions after the introduced educational reform in 2016. It is determined that in the school education system in Poland there was an introduction of an 8-year elementary or basic school, instead of a 6-year school and a gymnasium (3 years); 3-year general education lyceums became 4-year lyceums (general secondary), and 4-year technical schools – 5-year technical schools, as well as two levels of vocational schools. The author raises the question of the justification for the liquidation of a gymnasium at the school education level. It was noted that it will be possible to assess the feasibility and effectiveness of the school education reform in Poland only after conducting appropriate independent monitoring. The analysis and comparison of structural changes that occurred as a result of the education reform in 1999 and 2016 are presented. It was analyzed in detail, introduced in 1999 gymnasium level of school education. In particular, it was noted that educational reforms that took place in Poland in different years, along with changes in the education structure, were aimed at improving quality and promoting equal access to education. These educational changes can be defined as planned and systemic. The author concludes that modern education reform is aimed at improving the quality and accessibility of education, digital competencies of both students and teachers, at improving inclusive education, digitalization of school education. Structural, organizational and curriculum changes that have taken place in the education system of Poland are in line with global trends and serve to further improve the quality of educational services. Further research requires the issue of the effectiveness of reforms, taking into account the requirements of the time, in particular, the relationship between education and the labor market in the aspect of the educational policy formation in the long term.

scholarly journals Development of inclusive practices in foreign and national schools in the 90-ies of the twentieth century

2018 ◽  
Vol 7 (1) ◽  
pp. 7-17
Author(s):  
T.A. Chelnokova ◽  
N.V. Klimko ◽  
N.A. Paranina
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Developmental Disorders ◽  
Legal Status ◽  
Point Of View ◽  
Special Focus ◽  
Inclusive Practices ◽  
Federal Law ◽  
Positive Role ◽  
Global Trends

The beginning of the formation of the inclusive practices in foreign countries is connected with 80-90s of the last century and was inspired by an adoption of international acts designed to protect the educational rights of children with disabilities. In Russia, the active development of inclusive practices begins with the adoption of the Federal law “On education of the Russian Federation” No. 273-FZ (29.12. 2012). It was the date when the new model of education of persons with HIA had acquired legal status. However, the introduction of inclusive education in Russian schools is confronting with many difficulties and in order to resolve them we need to carry out a retrospective analysis of processes and events observed in late 90s by foreign scholars, who brought inclusive education into life. The authors also find it necessary to turn to new developments in the Russian educational system in order to estimate it from the point of view of the latest global trends. During last decades there appeared classes with pedagogical support, in which pupils with previous PMPC training can study; school psychology services start to function; the new educational system, designed with a special focus on tolerant relationships, provided favorable conditions for students with certain developmental disorders. In the opinion of the authors of the article, their own past and present experience alongside with the analysis of foreign inclusive practices can play a positive role in overcoming obstacles to the development of inclusive education in Russia

scholarly journals Inclusion from the Perspective of Pupils with Autism

2021 ◽  
Vol 6 (4(17)) ◽  
pp. 493-506
Author(s):  
Jasmina Stošić
Keyword(s):  
Inclusive Education ◽  
Review Paper ◽  
Children With Autism ◽  
Narrative Review ◽  
Mainstream School ◽  
Socially Excluded ◽  
Educational Inclusion

The concept of inclusion remains a topic of many discussions between professionals and researchers. At the same time, many children with autism are included in mainstream school with their neurotypical peers. Research has shown that many children with autism are socially excluded in mainstream schools. This review paper aims to explore the perspective of pupils with autism on inclusive education. The main results were grouped by the following themes: relationship with peers, relationship with teachers, environment and sensory issues, interests, and what children need in mainstream schools. This narrative review has shown that from the perspective of pupils with autism educational inclusion is still not achieved.

Abstract #255: Glimepiride – Bench to Bedside: Narrative Review of the Technological Advancement Update

2017 ◽  
Vol 23 ◽  
pp. 60
Author(s):  
Altamash Shaikh ◽  
Anuj Maheshwari ◽  
Banshi Saboo ◽  
Ashok Jhingan ◽  
Shriram Kulkarni ◽  
...  
Keyword(s):  
Narrative Review ◽  
Technological Advancement

Partizipation aus der Perspektive von Kindern

2020 ◽  
Vol 9 (1) ◽  
pp. 3-8
Author(s):  
Itala Ballaschk ◽  
Yvonne Anders
Keyword(s):  
Social Support ◽  
Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

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