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Author: Aimee Howley
Publisher: IAP
ISBN: 1641139307
Category : Education
Languages : en
Pages : 526
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Book Description
This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.
Author: Aimee Howley
Publisher: IAP
ISBN: 1641139307
Category : Education
Languages : en
Pages : 526
Get Book Here
Book Description
This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.
Author: Rhonda G. Craven
Publisher: IAP
ISBN: 1681230003
Category : Education
Languages : en
Pages : 358
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Book Description
As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally. The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.
Author: Ann Cheryl Armstrong
Publisher: SAGE
ISBN: 1446243125
Category : Education
Languages : en
Pages : 311
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Book Description
What does inclusion really mean and what impact have inclusive approaches to education had on practice? Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book′s international perspective illuminates common successes, failures and concerns. With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading. An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues. Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.
Author:
Publisher: BRILL
ISBN: 9004431179
Category : Education
Languages : en
Pages : 274
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Book Description
This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
Author: Harry Daniels
Publisher: Psychology Press
ISBN: 0749422378
Category : Children with disabilities
Languages : en
Pages : 280
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Book Description
Inclusive education is the term now being used to incorporate special needs into mainstream education. This selection of papers - divided into three sections - provides different perspectives & dialogue on inclusive education from around the world. The book defines the philosophical, political, educational & social implications of 'inclusion', & maps out the dilemmas facing it. Examples of good practice for the future are provided, with detailed referencing.
Author: Anat Greenstein
Publisher: Routledge
ISBN: 1317427246
Category : Education
Languages : en
Pages : 159
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Book Description
Many people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students. This is particularly true for students identified as having "special educational needs" (SEN) or disability, a label often used to justify the ways in which students are failed by a system that focuses on narrow definitions of knowledge, seeks to normalise and control behaviour, and values economic productivity over other forms of human activity. Radical Inclusive Education explores how current educational practices, such as standardised tests and league tables, exclude and fail many disabled students, and naturalise educational inequalities around gender, class, ethnicity and ability. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and foster pedagogical practices that support relations of interdependency. The book draws on work in disability studies, critical psychology and critical pedagogy, and also real life examples from interviews with activists in the disabled people’s movement, and from research in a school, to offer examples of what radical inclusive education – that is sensitive to the needs of all students – might look like in practice. As such, it will be of great interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
Author: Diana Lawrence-Brown
Publisher: Teachers College Press
ISBN: 0807772798
Category : Education
Languages : en
Pages : 257
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Book Description
This important book provides a unique merging of disability studies, critical multiculturalism, and social justice advocacy to develop both the knowledge base and the essential insights for understanding and implementing fully inclusive education. Although inclusion is often viewed in schools as primarily serving students with disabilities, this volume expands the definition to include students with a broad range of traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and class). Chapters provide 12 key principles important to developing and applying a critical perspective toward educating diverse students and promoting equity and inclusion. Book Features: Personal stories that make concepts accessible to new and pre-service teachers. Application exercises ideal for courses and professional development workshops. Highlight boxes that raise additional questions for discussion and debate. Interactive, multimodal instructional activities to use with many kinds of learners. Additional activities and resources available online at www.tcpress.com. Contributors: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitli “A powerful call to challenge rigid school practices that attempt to sort and level students. This extremely clear guide helps us move from critique to action, interweaving difficult matters of income disparity, language and religious marginalization, racism, and gender expression and identity. The authors inspire us to engage in the hard work of justice- and equity-oriented pedagogy and to do so collectively, with humor and with passion.” —Celia Oyler, professor of education, Teachers College, Columbia University “Condition Critical offers a critical framework for valuing and responding to student differences grounded in an expansive view of social justice, equity, access, and excellence. Accessible and engaging, each chapter skillfully weaves together first-person narratives, opportunities for self-reflection, and practical examples of key classroom practices. The result is a thoughtful and inspiring book that does more than critique the status quo, it points the way to transforming classrooms and schools for all.” —Beth Ferri, associate professor, School of Education, Syracuse University
Author: A. Liasidou
Publisher: Springer
ISBN: 1137333707
Category : Education
Languages : en
Pages : 257
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Book Description
Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways.
Author: Whitney H. Rapp
Publisher: Brookes Publishing Company
ISBN: 9781598572124
Category : Education
Languages : en
Pages : 0
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Book Description
Aligned with CEC Initial Content Standards, Teaching Everyone is a core text that fully prepares teachers to see past disability labels and work with all children's individual needs and strengths. Includes teaching strategies for all major academic content areas.
Author: Alvyra Galkiene
Publisher: Springer Nature
ISBN: 3030806588
Category : Education
Languages : en
Pages : 334
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Book Description
This open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice. The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components.
