How is Technology Used to Support Instruction in Inclusive Schools?

2015 ◽  
Author(s):  
Dave L. Edyburn ◽  
Kathy Howery
Keyword(s):  
Inclusive Schools

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

2013 ◽  
Vol 37 (2) ◽  
pp. 93-106 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
Research Trends ◽  
Educational Opportunities ◽  
Annual Conference ◽  
Integrated Models ◽  
Special Educational Needs ◽  
Teacher Assistants ◽  
Australian Association ◽  
Special Service ◽  
Inclusive Schools ◽  
Teacher Assistant

In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.

Supporting Students on the Autism Spectrum in Inclusive Schools

2021 ◽  
Author(s):  
Suzanne Carrington ◽  
Beth Saggers ◽  
Keely Harper-Hill ◽  
Michael Whelan
Keyword(s):  
Autism Spectrum ◽  
Inclusive Schools

scholarly journals Excluded in Inclusive Schools: Experiences of Children with Disabilities, their Families and Teachers in Sri Lanka

2013 ◽  
Vol 24 (1) ◽  
pp. 115 ◽  
Author(s):  
Sudath Piyankara Abeywickrama ◽  
Inoka Kumudini Jayasinghe ◽  
Samanmali Priyanga Sumanasena
Keyword(s):  
Sri Lanka ◽  
Children With Disabilities ◽  
Inclusive Schools

scholarly journals Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Julian Kitchen ◽  
Christine Bellini
Keyword(s):  
School Climate ◽  
School Safety ◽  
Positive Impact ◽  
Policy Changes ◽  
Inclusive Schools ◽  
American Research ◽  
Lgbtq Students ◽  
The Impact

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Ontario schools. This study, based on a survey of 30 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and that GSAs contribute to the development of safer and more inclusive schools. The next phase of the research will probe more deeply by increasing the number of respondents and conducting interviews with 14 participants.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

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