Concept And Practices In Inclusive Education

2021 ◽  
pp. 195-206
Author(s):  
Hemlata
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
School Setting ◽  
Education For All ◽  
Learning Needs ◽  
School Life ◽  
Regular School ◽  
Personalized Education ◽  
Ancient Times

The philosophy of inclusion is not new to India. It was very much there in the ancient times when all children were sent to ‘gurukuls’ for education. In today's context also, the emphasis is on providing education to all children in an inclusive environment. Inclusive education means education of all children, with and without disabilities together in regular schools. It is an approach, which takes into account unique characteristics, interests, abilities and learning needs of all children. It is an attempt to meet the unique needs of every child in a regular school setting where all children, including those with disability, try to participate in all facets of school life. The goal is to provide accommodating and personalized education for all students within the context of a general educational classroom. The need of the hour is to develop a universal design of learning which makes learning joyful for all children.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

Diversity and Inclusion and Special Education

2020 ◽  
Author(s):  
Chris Forlin ◽  
Dianne Chambers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
20Th Century ◽  
Inclusive Education ◽  
Learning Needs ◽  
Special Schools ◽  
New Era ◽  
Regular School ◽  
Diversity And Inclusion ◽  
Inclusive Approach

Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall more into a category of diversity. In particular, students who are excluded from schools due to severe infringements, those who are disenfranchised from school and refuse to attend, and those with severe emotional, behavioral, or mental health issues are not being serviced by the existing dual system. For these students neither existing special schools that cater to students with disabilities nor regular inclusive schools provide an appropriate education. The provision of a complementary and alternatively focused education to cater to the specific needs of these marginalized students seems to be developing to ensure sustainability of education and to prepare these new groups of students for inclusion into society upon leaving school. This tripartite approach highlights a new era in the movement toward a sustainable, inclusive education system that caters to the needs of all students and specifically those with the most challenging and diverse requirements.

Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities

2021 ◽  
pp. 1-14
Author(s):  
Jill Duncan ◽  
Renee Punch
Keyword(s):  
Inclusive Education ◽  
Student Diversity ◽  
Education For All ◽  
Individual Student ◽  
Learning Needs ◽  
Principal's Role ◽  
Roles And Responsibilities ◽  
Australian Education ◽  
Areas Of Concern ◽  
Principals Perceptions

Abstract Inclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.

scholarly journals The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Elizabeth M. Dalton ◽  
Judith A. Mckenzie ◽  
Callista Kahonde
Keyword(s):  
South Africa ◽  
Education Policy ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Curriculum Differentiation ◽  
Wide Range ◽  
Design For Learning ◽  
Inclusive Education Policy

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers’ skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training.

scholarly journals Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

2021 ◽  
Vol 13 (4) ◽  
pp. 2167 ◽  
Author(s):  
Mhairi C. Beaton ◽  
Stephanie Thomson ◽  
Sarah Cornelius ◽  
Rachel Lofthouse ◽  
Quinta Kools ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Strategic Partnership ◽  
Education For All ◽  
Learning Needs ◽  
Inclusive Practice ◽  
Diversity And Inclusion ◽  
Traditional Approaches ◽  
Transnational Study ◽  
Specific Learning

Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted.

'School behaviour difficulties, school based interventions, and inclusive education' - In Conversation with Dr. Alice Jones Bartoli

2021 ◽  
Keyword(s):  
Mental Health ◽  
Inclusive Education ◽  
School Life ◽  
Interdisciplinary Methods ◽  
School Based ◽  
School Based Interventions

In this podcast with Dr. Alice Jones Bartoli is on school behaviour difficulties, school based interventions and inclusive education. Alice’s work uses interdisciplinary methods to focus largely on school behaviour and mental health across a child's school life.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

THE HUMANIST IDEA OF INCLUSIVE EDUCATION AS A FORM OF EXPANDING THE EDUCATIONAL SPACE

2020 ◽  
Vol 64 (3) ◽  
pp. 118-122
Author(s):  
A. Kabdyrova ◽  
Keyword(s):  
Inclusive Education ◽  
Individual Characteristics ◽  
Education For All ◽  
Modern Education ◽  
The Individual ◽  
Developmental Features

The article examines the issues and problems of the implementation of inclusive education as a way to humanize modern "education for all", regardless of ethnicity, abilities, presence or absence of developmental features, where the individual characteristics of each person are respected and appreciated. The author considers the personality of a university teacher as one of the key figures in inclusive education.

Sign in / Sign up

Export Citation Format

Share Document