Supporting inclusive practice: Developing an assessment toolkit

2006 ◽  
pp. 97-112
Keyword(s):  
Inclusive Practice

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

Inclusive Domestic Violence Standards: Strategies to Improve Interventions for Women With Disabilities?

2013 ◽  
Vol 28 (1) ◽  
pp. 50-68 ◽  
Author(s):  
Lucy Healey ◽  
Cathy Humphreys ◽  
Keran Howe
Keyword(s):  
Domestic Violence ◽  
Practice Guidelines ◽  
Women With Disabilities ◽  
Inclusive Practice ◽  
Minimum Standards ◽  
Codes Of Practice ◽  
Documentary Analysis ◽  
Service Standards ◽  
Domestic Violence Services

Women with disabilities experience violence at greater rates than other women, yet their access to domestic violence services is more limited. This limitation is mirrored in domestic violence sector standards, which often fail to include the specific issues for women with disabilities. This article has a dual focus: to outline a set of internationally transferrable standards for inclusive practice with women with disabilities affected by domestic violence; and report on the results of a documentary analysis of domestic violence service standards, codes of practice, and practice guidelines. It draws on the Building the Evidence (BtE) research and advocacy project in Victoria, Australia in which a matrix tool was developed to identify minimum standards to support the inclusion of women with disabilities in existing domestic violence sector standards. This tool is designed to interrogate domestic violence sector standards for their attention to women with disabilities.

Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Third Generation ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
Inclusive Practice ◽  
The Core ◽  
Three Generations ◽  
Core Concepts ◽  
The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

Enhancing the inclusion of gender and sexually diverse populations in evaluation: Reflections grounded in practice

2021 ◽  
pp. 1035719X2110436
Author(s):  
Jeffery Adams ◽  
Stephen Neville
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Diverse Populations ◽  
High Quality ◽  
Evaluation Practice ◽  
Inclusive Practice ◽  
Reflexive Practice ◽  
And Gender ◽  
General Populations

Evaluators are committed to practice that is high quality and conducted ethically. Despite this, gender and sexually diverse populations are not always adequately considered in evaluation practice. Ensuring fuller inclusion of gender and sexually diverse people is required to give effect to human rights obligations and to enable comparatively poorer wellbeing outcomes for these groups to be addressed. Based on our experience conducting evaluation (and research) with both general populations and gender and sexually diverse populations, we suggest a need to build inclusive practice among evaluators. To guide inclusive evaluation practice, we outline three domains for consideration – terminology and language, processes of research inclusion and implications of inclusion. These are not offered as a checklist but as a way to encourage reflexive practice among evaluators. Given evaluators are often concerned with promoting equity and social justice, we are hopeful that actions taken by evaluators can enhance the inclusion of gender and sexually diverse people in evaluation activities and contribute to better wellbeing outcomes for them.

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

Silver linings of COVID

2021 ◽  
Vol 13 (5) ◽  
pp. 217-217
Author(s):  
Rhys Sycamore
Keyword(s):  
Inclusive Practice ◽  
Personal Challenges

Through personal challenges experienced during the COVID-19 pandemic as an underpriveleged student paramedic, Rhys Sycamore shares his ‘silver linings’ from an unconventional placement to a bolstered drive to advocate for a more inclusive practice.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

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