scholarly journals Leadership as a lever for inclusive education in Flanders: A multiple case study using qualitative comparative analysis

2020 ◽  
pp. 174114322095360
Author(s):  
Aster Van Mieghem ◽  
Karine Verschueren ◽  
Vincent Donche ◽  
Elke Struyf
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
School System ◽  
Qualitative Comparative Analysis ◽  
Case Study Research ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Team Members ◽  
Inclusive School

Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadership is defined in terms of the dimensions put forward by Robinson and Timperley (2007): (a) providing educational direction; (b) ensuring strategic alignment; (c) creating a community that learns how to improve student success; (d) engaging in constructive problem talk; and (e) selecting and developing smart tools that facilitate IE. Based on case study research in 20 schools (10 primary, 10 secondary), a crisp-set qualitative comparative analysis was conducted to identify (combinations of) leadership dimensions associated with the willingness of school team members to include students with special educational needs (SEN) in mainstream schools. The results reveal that schools in which leaders provide educational direction towards a more inclusive school system, and that engage in constructive problem talk and select and develop smart tools in support of IE, are more willing to include students with SEN.

scholarly journals Student with special needs and mathematics learning: A case study of an autistic student

2020 ◽  
Vol 5 (3) ◽  
pp. 317-330
Author(s):  
Sabaruddin Sabaruddin ◽  
Rosnidar Mansor ◽  
Irfan Rusmar ◽  
Fadila Husna
Keyword(s):  
Inclusive Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Teacher Behavior ◽  
Basic Material ◽  
Special Educational Needs ◽  
Inhibiting Factors ◽  
Students With Autism

The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.

scholarly journals Inclusive school leaders – their role in raising the achievement of all learners

2020 ◽  
Vol 58 (5) ◽  
pp. 521-537
Author(s):  
Edda Óskarsdóttir ◽  
Verity Donnelly ◽  
Marcella Turner-Cmuchal ◽  
Lani Florian
Keyword(s):  
School Leadership ◽  
Inclusive Education ◽  
Local Community ◽  
School Leaders ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Content Type ◽  
Policy Context ◽  
Inclusive School ◽  
Cross National

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

Post-Conflict Cooperation in Multi-Ethnic Local communities of Bosnia and Herzegovina: A Qualitative Comparative analysis of Diaspora's Role

2018 ◽  
Vol 13 (2) ◽  
pp. 31-46 ◽  
Author(s):  
Jasmin Hasić
Keyword(s):  
Comparative Analysis ◽  
Bosnia And Herzegovina ◽  
Qualitative Comparative Analysis ◽  
Local Communities ◽  
Comparative Case Study ◽  
Local Institutions ◽  
Local Elites ◽  
Case Study Analysis ◽  
Post Conflict

How are diaspora involvement in peacebuilding and elite cooperation in multi-ethnic municipalities complementary? This article examines how local elites perceive and respond to conflict-generated diaspora's role in peacebuilding in nine post-conflict multi-ethnic municipalities of Bosnia and Herzegovina, and whether these perceptions can determine types of inter-ethnic cooperation within local institutions. Using a systematic comparative case study analysis utilising ideal-type fuzzy set qualitative comparative analysis (QCA), I derive four types of relationships. The results indicate that local elites, experiencing various levels of direct and indirect interaction with diaspora communities, perceive diaspora's role in the process as constraining their own cooperation prospects. The analysis also demonstrates that local elites perceive diaspora as insufficiently competent and imperfectly coordinated to tackle major challenges in local peacebuilding frameworks and that diaspora actions do not significantly affect the reform of current dynamics and practices of intra-ethnic cooperation among elites.

Qualitative Comparative Analysis: meer behorend bij de kwalitatieve dan de kwantitatieve benadering

KWALON ◽  
2015 ◽  
Vol 20 (3) ◽  
Author(s):  
Valérie Pattyn ◽  
Lasse Gerrits ◽  
Stefan Verweij
Keyword(s):  
Qualitative Research ◽  
Comparative Analysis ◽  
Quantitative Methods ◽  
Qualitative Case Study ◽  
Qualitative Comparative Analysis ◽  
Study Data ◽  
Quantitative Approach ◽  
Research Tradition ◽  
Case Study Data

Qualitative Comparative Analysis: more associated with the qualitative research tradition than with the quantitative approach Qualitative Comparative Analysis: more associated with the qualitative research tradition than with the quantitative approach Qualitative Comparative Analysis (QCA) is an approach that enables systematically comparing qualitative case study data. The fact that QCA borrows certain elements from quantitative methods (such as the use of Boolean algebra and the quantification of conditions and outcomes) may raise questions about the qualitative character of QCA. Based on a discussion of four criteria relating to causal analysis, we argue that QCA belongs to the qualitative research tradition. Where QCA borrows characteristics from the quantitative approach, this is only for the sake of a qualitative objective: to better understand the conditions underlying a particular outcome or phenomenon.

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