Searching for ways to develop Full-inclusion in Korea: Based on the practice case of German Reverse-inclusion

2019 ◽  
Vol 24 (2) ◽  
pp. 1-23
Author(s):  
Seung-Ryong Kim
Keyword(s):  
Reverse Inclusion ◽  
Full Inclusion

Fachbeitrag: Full Inclusion? Totale Inklusion? Fakten und Überlegungen zur Situation in Deutschland und den USA

2018 ◽  
Vol 87 (3) ◽  
pp. 218 ◽  
Author(s):  
Bernd Ahrbeck ◽  
Jeanmarie Badar ◽  
James Kauffman ◽  
Marion Felder ◽  
Katrin Schneiders
Keyword(s):  
Full Inclusion

The characteristics of SI5007 counter in reverse inclusion mode

2015 ◽  
Vol 38 (0) ◽  
pp. 141-148
Author(s):  
І. А. Остапенко ◽  
Т. В. Ковалінська ◽  
А. Г. Зелінський ◽  
В. І. Сахно
Keyword(s):  
Reverse Inclusion ◽  
Inclusion Mode

Toward the Full Inclusion of Muslim Women in the Ummah

2002 ◽  
Vol 19 (4) ◽  
pp. 68-79 ◽  
Author(s):  
Katherine Bullock
Keyword(s):  
Specific Problem ◽  
Muslim Women ◽  
Main Concern ◽  
Full Inclusion ◽  
Definition Of

This paper outlines some of the challenges that prevent Muslim women from becoming full members of the Ummah. Although we often hear of the rights of"women in ]slam'' in the abstract,1 we must know the specifics to improve the lives of Muslim women in reality. This paper tries to provide those specifics. It does not analyze the items, since the issues covered are many and disparate; rather, it simply highlights some concerns so that qual­ified practitioners can discuss and debate remedies. The bulk of this paper's main concern is to address some of the obstacles that hamper efforts to alleviate these challenges. The first section presents the list of challenges, while the second sec­tion discusses these obstacles. The paper concludes with a series of proposals intended to assuage the listed problems. Therefore, its focus is on more broad-based remedies rather than a specific remedy for a specific problem. The paper's underlying assump­tions are that women should be fully included in the Ummah and that this is not the case now. To make this clear, a definition of "full inclusion in the Ummah" is given before the paper proceeds to listing the challenges ...

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

2021 ◽  
pp. 105268462199061
Author(s):  
Scott McNamara ◽  
Matthew Townsley ◽  
Kelly Hangauer
Keyword(s):  
Scoping Review ◽  
School Administrators ◽  
Physical Educators ◽  
Inclusion Criteria ◽  
Comprehensive Overview ◽  
Physically Active ◽  
Full Inclusion ◽  
Teachers Perceptions ◽  
Scoping Reviews ◽  
Perceptions Of School

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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