共查询到20条相似文献，搜索用时 31 毫秒
1.
Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the basis of the relevant literature, we identified three core aspects of inclusivity: the learning environment, the guidance provided by teachers and the general care structure. With the help of exploratory and confirmatory factor analyses conducted on data obtained from school professionals in 79 secondary schools in the Netherlands, we were able to identify 12 underlying characteristics for a conceptual framework to further research on the inclusive nature of schools and education. Multilevel structural equation modelling of the judgments of school professionals at the level of the school also showed that the inclusive special needs education in at least secondary schools can be characterised by two main factors: (1) learning environment and (2) guidance and care. The analyses showed considerable agreement on the important aspects of inclusivity for schools and thus how differences between schools can be explained. The results further showed the work of the care coordinator – which includes cooperation with external partners and teachers with mentoring roles – to be the clearest indicator of the extent of the inclusive special needs education within schools. This finding is interpreted as suggesting that the recommended teaching practices and student care for adequate included special needs education have not yet been integrated into teachers’ thinking and acting. Follow-up research drawing upon the developed framework is therefore called for to not only more generally validate the framework but also determine if the situation in school has changed, now that the policy and practices for inclusive education have become more familiar. 相似文献
2.
Amrith Bdr Subba Chokey Yangzom Karma Dorji Sangye Choden Ugyen Namgay 《International Journal of Inclusive Education》2019,23(1):42-64
ABSTRACTBhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries. 相似文献
3.
In Sweden, as in many other countries, inclusion has been on the political agenda for a long time and has served as a blueprint and guiding principle for practical work in school. However, inclusive education has, by and large, been associated with special education measures, which seriously limit the chances of achieving the vision of inclusion. In this article, we analyse how the meaning of special education is constructed in policy documents from four distinct time periods of Swedish education policy from the late 1970s to 2014. The paper draws on an approach to scrutinise the process of problematisation in public policy-making. Based on the analysis, we argue that there are prospects of a hegemonic intervention regarding the meaning of special education during later years in Swedish education policy, emphasising an individual perspective and individual deficiencies. In contrast to inclusive ambitions, this perspective advocate segregated support measures. Finally, based on previous research and tendencies within the field, we present arguments in the concluding discussion why this hegemonic intervention in education policy also might attract the support of school personnel at the local school level and some potential consequences of the expansion of special education in Sweden. 相似文献
4.
Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special education means that the default response of the system around special education is to diagnose, treat and manage separately. That legacy continues to have its effects. Looking both at the history of the management of ‘special needs’ and at the continuing rise in numbers of marginalised, separated and excluded youngsters, we suggest that some fundamental shifts are necessary in the way that we think about and research into difficulty at school if we are to move beyond Groundhog Day. 相似文献
5.
Morten Timmermann Korsgaard 《International Journal of Inclusive Education》2016,20(9):934-945
Inclusive education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which has allowed inclusive movements and initiatives around the world to succumb to neo-liberal policy-making and has neglected the development of an educational vocabulary that is theoretically and conceptually appropriate for confronting teachers’ central concerns regarding inclusive practices. The concepts of suspension, bearing with strangers and enlarged thought inspired by Hannah Arendt provide a basis for a re-imagining of inclusive education and for outlining a future school in which inclusiveness is embedded in the very way we think and position ourselves as teachers and pupils. 相似文献
6.
This study assessed the needs of urban school leaders for special education preparation in a large public school district in the USA in order to assist the school administrators with improving their knowledge and skills for providing appropriate services to students with disabilities and their families to support inclusive education. The needs survey was created based on the Council for Exceptional Children (CEC 2009) standards for school administrators in the USA and the literature in special education. The validity and reliability of the instrument were verified. The needs assessment measures 10 aspects regarding special education knowledge and skills as indicated by 10 factors in the exploratory factor analysis. Quantitative data analyses on a sample of 289 participants revealed that there were significant differences in the needs of training in special education knowledge based on the school administrators’ backgrounds. The current research supports the call for the professional development and inclusive education for school leaders. The findings of the current study indicated that school leaders wanted the knowledge to make them more successful in serving students with disabilities to answer the call for inclusive education. 相似文献
7.
李尚生 《泉州师范学院学报》2014,(1):54-59
融合教育需要融合学校和融合教育师资,融合教育师资的培养需要有适应融合教育的课程。“语文课程与教学”是师范院校小学教育和特殊教育专业的一门重要课程,为了适应融合教育师资培养的需要,必须对这门课程进行改革,构建新的课程体系,在课程性质、结构内容和课程资源建设各方面体现融合教育理念和语文教育特点,以区别于普通学校“语文课程与教学”和“特殊（聋、弱智、盲）学校语文课程与教学”,并把这门课程纳入融合教育师资培养的课程体系中。 相似文献
8.
Yasser F. H. Al-Mahdy 《International Journal of Inclusive Education》2018,22(11):1154-1172
The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PLS), Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC), and the Organisational Commitment Questionnaire (OCQ). Using structural modeling, we tested a set of hypotheses drawn from a conceptualised model which we developed from previous research evidence. Results supported our conceptualised model. OC was found to mediate the relationship between PLS and TATIE. Further, different PLSs showed different indirect effects on TATIE through OC. Results are discussed in relation to the context of Oman. 相似文献
9.
Brittany Franck 《International Journal of Inclusive Education》2017,21(4):347-360
This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs. 相似文献
10.
11.
Brent C. Elder Kenneth O. Odoyo 《International journal of qualitative studies in education》2018,31(4):293-311
In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways. 相似文献
12.
Teachers’ attitudes towards disabled students seem to define the extent to which teaching practices are inclusive. Aiming to explore Cyprus secondary education teachers’ attitudes and practice, and the consequent implications for the future of disabled students and inclusive education, we conducted mixed methods research. Our research typology was sequential and integrated. First, we conducted a survey, during which we received 536 questionnaires from our randomly selected stratified sample of Cyprus secondary education teachers. The survey was followed by interviews with 21 Greek Philology teachers that enriched the findings from the quantitative phase. Data analysis revealed that even though Cyprus secondary education teachers have a rather positive attitude towards disabled students, they have low expectations from them and do not employ inclusive teaching practice. In addition, they tend to categorise students based on abstract notions about ability. Stereotypes and prejudice are more evident regarding students with cognitive disabilities. Despite the observed disabling practices, participants postulated that there is hope to implement inclusive education, if teachers are trained for inclusion and thereby begin to see the person and not the disability. 相似文献
13.
Alison S.W. Yeung 《International Journal of Inclusive Education》2013,17(7):675-690
Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education. 相似文献
14.
Elisa Monteiro Angus C. H. Kuok Ana M. Correia Vitor Teixeira 《International Journal of Inclusive Education》2019,23(1):93-108
ABSTRACTThis paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao. 相似文献
15.
Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
16.
围绕普通学校转型与融合学校建设,形成一系列标准来推进融合教育的深入实施,成为了加拿大新世纪之后教育改革的重要方向之一。其中,阿尔伯塔省的融合学校标准建设颇具特色。迄今,阿尔伯塔省已通过持续的政策推进,基本形成了由融合学校建设标准、融合学校专业人员标准、融合学校实践标准组成的三维融合学校标准体系结构。这个三维标准体系又是一系列标准或指标构成的集合体。加拿大阿尔伯塔省的融合学校标准建设经验对于推动我国融合教育改革与普通学校转型具有重要的启示意义。 相似文献
17.
Both Canada’s and Germany’s school systems are transitioning into inclusive education systems. This transition is also happening in vocational schools. This paper addresses the new demands that vocational teachers face, due to the introduction of inclusive education in Germany and Canada, by examining Canadian and German pre-service vocational teachers’ attitudes, self-efficacy and experiences related to inclusive education. The study identifies significantly more positive ratings in the Canadian sample across all the three scales. We conclude that the different ratings relate to different school systems, experiences with inclusion and the teacher education systems. Based on these research findings, recommendations for teacher education are discussed. 相似文献
18.
全纳教育理念的提出得益于社会民主运动的发展,其中又以美国社会民主运动的影响关系最为密切。文章从社会学视角对全纳教育理念的提出、发展和完善,以及全纳教育在儿童观、学校组织范式等方面的变迁进行阐述,以期对我国全纳教育的发展有所启示。 相似文献
19.
Jake Kraska 《Asia-Pacific Journal of Teacher Education》2014,42(3):228-246
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion. 相似文献
20.
Vitor Teixeira Ana Correia Elisa Monteiro Angus C.H. Kuok Chris Forlin 《International Journal of Inclusive Education》2018,22(9):1014-1032
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made. 相似文献