scholarly journals Voluntad política a favor de la educación inclusiva y equitativa: Inicios y desarrollo analizando su significado

2021 ◽  
Vol 29 ◽  
pp. 64
Author(s):  
Leire Darretxe Urrutxi ◽  
María Alvarez Rementería ◽  
Israel Alonso Saez ◽  
Nekane Beloki Arizti
Keyword(s):  
Educational Policy ◽  
Inclusive Education ◽  
International Organizations ◽  
Quality Education ◽  
Educational Policies ◽  
Education For All ◽  
Equitable Education ◽  
Reference Databases ◽  
Educational Inclusion

This theoretical article addresses the question of the commitment of international educational policy to an inclusive and equitable quality education for all people as a fundamental right. The implemented methodology was a review of publications from international organizations and scientific articles from different reference databases, such as Latindex, Erih and Dialnet, between the years 2010-2020. The selected articles and reports have been categorized by different topics that provided understanding to the field of inclusive education, which has allowed the analysis and the results that are presented hereunder. Firstly, the beginnings and development of Inclusive Education are described, collecting the main milestones related to education as a right and placing special emphasis on those milestones of greatest relevance. Subsequently, the different and complementary perspectives regarding inclusive education have been synthetized and analysed, arguing that there are different causes that foster the development of this right. Thus, an attempt is made to delimit the meaning of inclusion, educational inclusion and/or inclusive education, reaching consensus or agreements endorsed by the literature. Conclusions highlight that inclusive education has to be based on equity and the importance of educational policies being committed to this challenge of guaranteeing an inclusive and equitable education for all people.

Finding Their Voice

2021 ◽  
pp. 533-547
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

scholarly journals Barriers to Effective, Equitable and Quality Education

2020 ◽  
Vol 28 (4) ◽  
pp. 805-832
Author(s):  
Alison MacKenzie ◽  
Christine Bower ◽  
Mohammed Owaineh
Keyword(s):  
Human Rights ◽  
Negative Impact ◽  
Quality Education ◽  
Policy Framework ◽  
Education For All ◽  
Participatory Methods ◽  
Whole Person ◽  
Palestinian Children ◽  
Educational Inclusion ◽  
Israeli Occupation

Abstract The Israeli occupation has had a considerable negative impact on the lives of Palestinians, such that achieving an effective, equitable, quality education for all children is far from being realised. Palestinian children are not only adversely affected by the occupation, but also by an educational system that fails fully and systematically to accord them their rights. Using rights-based participatory methods informed by human rights protocols, we explored the experiences of children with disabilities’ inclusion in schools. Our findings show that there is continuing failure to understand or implement the provisions of the uncrc or uncrpd, and that these children are systematically excluded or marginalised from education. We suggest that children’s rights to educational inclusion can be achieved by means of a whole system, whole educational and whole person approach, along with a consideration of a rights-based policy framework.

scholarly journals Teacher-student teamwork is the key to success in inclusive education

2021 ◽  
Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Quality Education ◽  
Education For All ◽  
Access To Education ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
High Quality Education ◽  
Teacher Student

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «inclusive education» is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.

scholarly journals A CRITICAL ANALYSIS OF EDUCATIONAL POLICIES OF PAKISTAN

2021 ◽  
Vol 4 ◽  
pp. 1-9
Author(s):  
Mukhtyar Nabi ◽  
◽  
Hifza Nazir ◽  
Keyword(s):  
Educational Policy ◽  
Education System ◽  
Critical Analysis ◽  
Positive Change ◽  
Quality Education ◽  
Educational Policies ◽  
The Past ◽  
The World ◽  
Critical Problems

Education is the backbone for the development of any country in the world. It lays the foundation for social, political and economic uplift. It is widely accepted that for the prosperity of any country, quality education of their citizens is indispensable. Quality education is only possible if there are good governmental policies for its implementation. Pakistan is among the underdeveloped nations of the world and faced critical problems of education over the past many years. After the independence, from 1947 to 2017, one educational conference and eight educational policies have been implemented to upgrade the education system of the country. This paper critically examines the educational policies from 1947 to 2017 which were developed by government. It also focuses to identify the flaws in each policy which hinders the implementation and caused the reasons for its failure. The paper also suggested certain ways to forward these policies effectively in order to bring positive change in country’s education. Keywords: Educational policy; Quality education; Formation and implementation, Pakistan

scholarly journals Organization of the inclusive education of children with special needs in Ukraine: modern accentuations

2020 ◽  
pp. 140-160
Author(s):  
Валентина CЕРГЕЄВА
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Environment ◽  
Quality Education ◽  
Education For All ◽  
Children With Special Needs ◽  
Legal Basis ◽  
High Quality ◽  
High Quality Education ◽  
Educational Paradigm

 The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.

Finding Their Voice

2019 ◽  
pp. 16-29
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

scholarly journals ENSINO DE GEOGRAFIA NO CONTEXTO DA DIVERSIDADE E DA INCLUSÃO EDUCACIONAL

2021 ◽  
Vol 11 (21) ◽  
pp. 05-23
Author(s):  
Solange Lucas Ribeiro ◽  
Juliana Oliveira dos Santos
Keyword(s):  
Students With Disabilities ◽  
Collaborative Research ◽  
Autism Spectrum ◽  
Quality Education ◽  
Education For All ◽  
Right To Education ◽  
Geography Teaching ◽  
Research Findings ◽  
The Right ◽  
Educational Inclusion

As políticas inclusivas apontam avanços no direito à escolarização de alunos, contemplando a sua diversidade. Dessa forma, pessoas com deficiência, transtorno do espectro autista, altas habilidades e outras singularidades, vem ocupando espaços nas escolas. Contudo, há muito a ser percorrido para que a inclusão se efetive, sendo um dos pilares, a mediação pedagógica, a partir da escuta sensível, que permite atender às necessidades e especificidades dos alunos. O presente artigo intenciona analisar e problematizar as práticas docentes e os recursos didáticos, utilizados no ensino de Geografia, com ênfase na categoria Lugar e na cartografia tátil. A temática é relevante, pois há uma imagem estereotipada da geografia escolar, considerada como uma disciplina mnemônica, difícil, que urge ser desconstruída, sobretudo para alunos com deficiência, que vivenciam a chamada “inclusão marginal”. O texto é produto de uma pesquisa colaborativa, com desenvolvimento de oficinas, a partir de dados coletados em entrevistas, grupos focais e questionários.  Nos achados da pesquisa, assume destaque a subtração do direito à educação, pela falta de equidade de oportunidades e de recursos táteis não usados pela grande maioria dos professores. Nesse sentido, uma educação de qualidade, para todos, é um desafio necessário e urgente que a sociedade deve assegurar. Palavras-chave Ensino de geografia, Diversidade, Inclusão, Cartografia tátil.   TEACHING GEOGRAPHY IN THE CONTEXT OF DIVERSITY AND EDUCATIONAL INCLUSION Abstract Inclusive policies point to advances in the right to schooling for students, taking into account their diversity. Thus, people with disabilities, autism spectrum disorder, high skills and other singularities, have been occupying spaces in schools. However, there is much to be done for inclusion to become effective, one of the pillars being pedagogical mediation, based on sensitive listening, which allows meeting the needs and specificities of students. This article intends to analyze and problematize teaching practices and didactic resources, used in the teaching of Geography, with emphasis on the category Place and tactile cartography. The theme is relevant, as there is a stereotyped image of school geography, considered as a mnemonic, difficult discipline, which urgently needs to be deconstructed, especially for students with disabilities, who experience the so-called “marginal inclusion”. The text is the product of collaborative research, with the development of workshops, based on data collected in interviews, focus groups and questionnaires. In the research findings, the subtraction of the right to education is highlighted, due to the lack of equity in opportunities and tactile resources not used by the vast majority of teachers. In this sense, quality education for all is a necessary and urgent challenge that society must ensure. Keywords Geography teaching, Diversity, Inclusion, Tactile cartography.

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

2019 ◽  
pp. 260-278 ◽  
Author(s):  
Gwadabe Kurawa
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Inclusive Education ◽  
Professional Learning ◽  
Quality Education ◽  
Education For All ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

scholarly journals Tolerância e diversidade: dos princípios liberais clássicos à política educacional dos anos de 1990

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Elma Júlia Gonçalves de Carvalho ◽  
Rosangela Celia Faustino
Keyword(s):  
Educational Policy ◽  
Economic Crisis ◽  
International Organizations ◽  
Central Place ◽  
Formative Period ◽  
Capitalist Society ◽  
Government Policies ◽  
Educational Policies ◽  
Classical Liberal ◽  
Global Economic Crisis

ResumoEm decorrência da crise econômica mundial atual e dos conflitos sociais, as discussões sobre tolerância têm ocupado lugar central nas definições das políticas públicas governamentais, especialmente nas educacionais. A partir de estudos bibliográficos e documentais, nosso objetivo neste texto é discutir as bases, os fundamentos e as motivações históricas das discussões em torno do tema. Retomando a ideia liberal clássica de tolerância, elaborada no período de formação da sociedade capitalista, analisamos a revitalização de seus princípios nas políticas educacionais internacionais e nacionais produzidas a partir dos anos de 1990. Destacamos que, ao formulá-las, os organismos internacionais, como a ONU e uma de suas principais agências, a UNESCO, têm como finalidade promover a coesão social.Palavras-chave: tolerância, diversidade, política educacional, anos de 1990.Tolerance and diversity: from the classical liberal principles to the educational policy of the 1990sAbstractDue to the current global economic crisis and social conflicts arising from it, discussions about tolerance have occupied central place in the definitions of government policies, reaching directly to education. From bibliographic and documentary studies, our goal in this paper is to discuss the bases, the foundations and the historical motivations of the discussions around the theme. Returning to the classical liberal idea of tolerance developed in the formative period of capitalist society, we analyze the revitalization of its principles in international and national educational policies produced from the 1990s. We emphasize that when formulating them, international organizations such as the UN and one of its main agencies, UNESCO, are intended to promote social cohesion.Keywords: tolerance, diversity, educational policy, 1990s.

Sign in / Sign up

Export Citation Format

Share Document