Inclusive education (Learning And Teaching)

Beyond the Allure of Inclusive Education in the United States: Facing Power, Pursuing a Cultural-historical Agenda

by Taucia Gonzalez

This paper was translated into Portuguese for publication in Revista Teias, a Brazilian journal. Co-authored with Alfredo Artiles and ELizabeth Kozleski

Morgan, H and Houghton, A (2011)Inclusive Curriculum Design in Higher Education:Considerations for effective practice across and within subject areas York: The Higher Education Academy

by Hannah Morgan

The Higher Education Academy (HEA) commissioned this guide
to support the higher education sector to think... more The Higher Education Academy (HEA) commissioned this guide
to support the higher education sector to think creatively
about inclusive curriculum design from a generic as well as
subject or disciplinary perspective.

It is an imperative on institutions that they design their
curriculum in such a way as to promote success among all
students. An inclusive curriculum design approach is one that
takes into account students’ educational, cultural and social
background and experience as well as the presence of any
physical or sensory impairment and their mental well-being. It
enables higher education institutions (HEI) to embed quality
enhancement processes that ensure an anticipatory response
to equality in learning and teaching. This practical guidance
draws on a wide range of activity and innovation within the
sector and offers examples of effective strategies and general
resources to support the curriculum design process.

¿Estamos formados para trabajar en una escuela inclusiva?

by Estefanía Almenta

Autoras: Almenta, Estefanía y Muñoz, Juana.

ALMENTA, E. y MUÑOZ, J. (2007). “¿Estamos formados para trabajar en una escuela inclusiva?” En Actas del V Congreso Internacional Educación y Sociedad. La educación,  retos del siglo XXI. Granada: Codoli. ISBN: 84-690-2369-1.

La sociedad del siglo XXI propone a la educación un gran reto: la incorporación de las Tecnologías de la Información y... more La sociedad del siglo XXI propone a la educación un gran reto: la incorporación de las Tecnologías de la Información y la Comunicación, y la homologación al Espacio Europeo de Educación Superior. Y este reto aparece en una sociedad marcada por la globalización y la multiculturalidad, con una diversidad cada vez mayor en las aulas. En este medio, es insostenible un modelo educativo que abogue por la homogeneidad. La diferencia, hoy más que nunca, ha de ser reconocida como un valor enriquecedor, y no como una dificultad para avanzar en nuestro quehacer educativo: he aquí la aportación de la escuela inclusiva, que trabaja desde las potencialidades de cada cual, y no desde sus dificultades. Educadores de todos los ámbitos coinciden en este punto, pero, ¿estamos formados para trabajar en una escuela inclusiva? ¿Estamos preparados para atajar los cambios culturales, políticos y prácticos que requiere un modelo inclusivo? En el presente texto las autoras reflexionan sobre el sistema de formación docente necesario para la construcción de una escuela inclusiva.

Teacher preparation for inclusive and critical (special) education

by Celia Oyler

Building social capital for inclusive education: Insights from Zanzibar

by Roy McConkey

McConkey, Roy and Mariga, Lilian (2010) Building social capital for inclusive education: Insights from Zanzibar. Journal of Research in Special Educational Needs, 11 (1). pp. 12-19.

The concept of social capital provided a helpfulframework in which to describe the development ofa pilot programme to... more The concept of social capital provided a helpfulframework in which to describe the development ofa pilot programme to promote inclusive educationwithin Zanzibar. This had involved 20 schools andwas supported by an international donor workingthrough a local non-governmental organisation inpartnership with the Ministry of Education. Evaluativeinterviews were conducted with over 30 stakeholdersas part of a video production describing theprogramme. Thematic content analysis identifiedfour main themes that underpinned the programme’ssuccess, namely: parents, local communities,community-based rehabilitation and healthservices, and schools. Within each theme, therewere various examples of the three processesposited for building social capital: bonding, bridgingand linking. By contrast, some of these themes andprocesses have been less emphasised in more affluentcountries, where greater reliance has beenplaced on financial capital to fund additionalresources within schools and educational systems.As this approach becomes no longer sustainable,greater attention will need to be paid to the creationof social capital in attaining more inclusive schools.

A Systematic Review of Whole Class, Subject-Based Pedagogies With Reported Outcomes for the Academic and Social Inclusion of Pupils With Special Educational Needs

by Kieron Sheehy

Sheehy, K.; Rix, J.; Collins, J.; Hall, K.; Nind, M. and Wearmouth, J. (2009). A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, UK.

Schools across the world have responded to international and national initiatives designed to further the development... more Schools across the world have responded to international and national initiatives designed to further the development of inclusive education. In England, there is a statutory requirement for all schools to provide effective learning opportunities for all pupils (QCA, 2000) and children with special educational needs (SEN) are positioned as having a right to be within mainstream classrooms accessing an appropriate curriculum (SENDA, 2001). Previous reviews which have sought to identify classroom practices that support the inclusion of children with SEN have been technically non-systematic and hence a need for a systematic review within this area has been identified (Nind et al., 2004; Rix et al., 2006). This systematic literature review is the last in a series of three.

The Effective Use of Symbols In Teaching Word Recognition to Children With Severe Learning Difficulties: a Comparison of Word Alone, Integrated Picture Cueing and …

by Kieron Sheehy

International Journal of Disability, Development & Education, 49(1), pp. 47–59.

The use of logographic symbols to teach word recognition is controversial. Whilst educational advice typically... more The use of logographic symbols to teach word recognition is controversial. Whilst educational advice typically promotes this practice, the results of controlled studies show it to be ineffective and potentially detrimental to student learning. This study partially resolves this conflict. A comparison is made between a new technique (the Handle Technique), Integrated Picture Cueing and a Word Alone method. The results show that using a new combination of teaching strategies enables logographic symbols to be used effectively in teaching word recognition to children with severe learning difficulties who had previously failed to develop a sight vocabulary.