scholarly journals Formation of inclusive culture in the implementation of inclusive education: challenges and achievements

2018 ◽  
Vol 7 (1) ◽  
pp. 29-37
Author(s):  
A.Yu. Shemanov ◽  
A.S. Ekushevskaya
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Shared Values ◽  
Social Constructionist ◽  
Access To Education ◽  
Policy And Practice ◽  
Educational Organization ◽  
Equity In Access ◽  
Inclusive Policy ◽  
Educational Inclusion

The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

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.

Developing inclusive policy and practice in diverse contexts: A South African experience

2010 ◽  
Vol 31 (6) ◽  
pp. 631-643 ◽  
Author(s):  
Berenice Daniels
Keyword(s):  
South Africa ◽  
South African ◽  
School Psychologists ◽  
Inclusive Education ◽  
White Paper ◽  
National Commission ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Inclusive Policy ◽  
Education Support

Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.

scholarly journals Student experiences of democratic education and the implications for social justice

2021 ◽  
Vol 19 (1) ◽  
pp. 40-64
Author(s):  
Freya Aquarone
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Democratic Education ◽  
Student Experiences ◽  
Policy And Practice ◽  
Democratic Schools ◽  
The United Kingdom ◽  
Using Data ◽  
Depth Interviews

Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.

scholarly journals Restoring Inclusive Education: Paradigm Shift from a Medical to a Social Model among Learners with Disability

2021 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Mfundo Mandla Masuku
Keyword(s):  
Inclusive Education ◽  
Paradigm Shift ◽  
Historical Context ◽  
Social Constructionist ◽  
Social Model ◽  
Policy Framework ◽  
Education For All ◽  
Access To Education ◽  
The Social ◽  
Universal Definition

ABSTRACT This paper outlines a critical analysis of the paradigm shift from a medical to a social model, using the key concepts impacting on learners with disabilities in a schooling system. The social constructionist perspective and the social model provide a conceptual frame for examining disability and inclusive education. Inclusive education is significant for its multidimensional nature and lack of universal definition. The two main issues concerning scholars and interest groups are the lack of access to learning by learners with disability and the confining nature of disability. Despite the acceptance of inclusive education globally, the evidence in the literature suggests many limitations in broadening access to education for all. The paper found that there is an interplay of various aspects relating to inclusive education, namely the historical context and the education system, the capacity for the implementation of inclusive education, a policy framework, infrastructure and resources coordination, and a culture of inclusive education.

scholarly journals Professional and personal readiness of a teacher as a component of an inclusive culture

2020 ◽  
Vol 87 ◽  
pp. 00064
Author(s):  
E.S. Slusareva ◽  
A.V. Dontsov
Keyword(s):  
Inclusive Education ◽  
Important Task ◽  
Equal Access ◽  
Education For All ◽  
Access To Education ◽  
Educational Organization

Currently, inclusive education is becoming widespread as equal access to education for all children, regardless of starting opportunities. In this regard, an important task of an educational organization is the formation of an inclusive culture that allows building subject-subject relations between all participants in educational relations based on humanism and the acceptance of the value of each child. The professional and personal readiness of the teacher is a component of the inclusive culture of the educational organization and the inclusive culture of the personality of the teacher.

scholarly journals Development of Social Competencies for Inclusion in Initial Education of Teachers/ Razvoj socijalnih kompetencija za inkluziju u okviru inicijalnog obrazovanja učitelja

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Jelena Stamatović ◽  
Jasna Maksimović ◽  
Lidija Zlatić
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Social Distance ◽  
Initial Step ◽  
First Year ◽  
Continuous Assessment ◽  
Social Competencies ◽  
Positive Attitudes ◽  
The Republic ◽  
Educational Inclusion

Abstract: The aim of the research was to examine social competencies of teaching faculties students, relevant for implementation and improvement of educational inclusion. The research involved 374 students of two teaching faculties in the Republic of Serbia - 207 first year and 171 fourth year students. The applied instrument was designed for the research purposes, composed as a combination of a questionnarie and the Likert-type scale. The results showed that the examined students have positive attitudes towards situations that indicate the existence of empathy and low social distance towards people who are different; they respect diversity and have a sense of social justice; they approach problems of people with disabilities from the position of their constraints. The fourth year students showed more positive attitudes on these issues, which led us to conclude that they have greater social competencies for participation in inclusive education. The results of the research indicate the need for a continuous assessment of students competencies for inclusion, which would be the initial step in improvement of differentiated programs that stimulate and develop these competencies. Key words: empathy; inclusive education; initial education; soial distance; social justice SažetakCilj istraživanja je ispitati socijalne kompetencije studenata učiteljskih fakulteta, važne za primjenu i poboljanje obrazovne inkluzije. U istraživanju je sudjelovalo 374 studenta dvaju učiteljskih fakulteta u Republici Srbiji, 207 studenata prve i 171 studenat četvrte godine. Primijenjeni instrument je konstruisan za potrebe istraživanja i predstavlja kombinaciju upitnika i Likertove ljestvice. Rezultati pokazuju da ispitani studenti: imaju pozitivne stavove prema situacijama koje ukazuju na postojanje empatije i nisku socijalnu udaljenosti prema osobama koje su različite; potivaju različitost i imaju osjećaj socijalne pravde; prilaze problemu osoba sa smjetnjama iz pozicije njihovih ograničenja. Studenti četvrte godine pokazuju vie pozitivnih stavova o tim pitanjima, to nas dovodi do zaključka da imaju veće socijalne kompetencije za sudjelovanje u inkluzivnom obrazovanju. Rezultati istraživanja upućuju na potrebu stalne procjene studentskih kompetencija za inkluziju, to bi bio početni korak u poboljanju diferenciranih programa koji stimuliraju i razvijaju te kompetencije. Ključne riječi: empatija; inkluzivno obrazovanje; inicijalno obrazovanje; socijalna distanca; socijalna pravda

Social Justice Principles, the Law and Research, as Bases for Inclusion

2008 ◽  
Vol 32 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Phil Foreman ◽  
Michael Arthur‐Kelly
Keyword(s):  
Social Justice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Usa ◽  
Research Findings ◽  
Inclusive Policy ◽  
The Uk ◽  
Students With A Disability

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.

scholarly journals International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?

2009 ◽  
Vol 4 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Simona D'Alessio ◽  
Amanda Watkins
Keyword(s):  
Inclusive Education ◽  
Comparative Education ◽  
International Comparisons ◽  
Target Population ◽  
Special Educational Needs ◽  
Policy And Practice ◽  
Key Issues ◽  
Methodological Problems ◽  
Inclusive Policy ◽  
Methodological Difficulties

This article has been especially written by the journal Guest Editors as an introduction to key issues in making international comparisons regarding inclusive policy and practice. The authors argue that there is a very real amplification of the methodological problems faced by researchers working in comparative education when they consider the field of special and inclusive education. Two ‘problem’ areas are discussed: (i) the incomparability of terminology – words such as inclusion may or may not have the same meaning when translated into other languages and also other contexts; and (ii) the inherent methodological difficulties within the ‘target’ population of research in inclusive education – pupils with special educational needs are not identified, assessed or offered provision in the same ways within countries. This means that comparisons of approaches within countries are problematic – and comparison of these countries at an international level becomes extremely difficult. Therefore, the key question is exactly what can be usefully compared?

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

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