Beyond Access and Barriers: Inclusive Education and Systems Change

Abstract

<jats:p>In this introduction to the special issue, we argue that inclusive education research should move beyond a traditional 'deficit' approach, rooted in special education. The articles contained in this special issue represent new ways of conceptualizing, researching, and exploring inclusivity in education. In sum, this special issue makes the case that inclusivity in education requires a complex systems approach of analysis and advocacy that recognizes multiple layers, actors, and sites. Specifically, any way of understanding inclusivity in education needs to foreground participants, practitioners, and end-users. We believe that new ways of researching and conceputalizing inclusivty in education also fits into current trends in international and comparative education.</jats:p>

Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

“…The above findings point to a lack of inclusive thinking and techniques at the sampled university (Schuelka, 2020). This is a gap that requires urgent attention.…”

“…Overall, the findings indicated that the university might be putting less value on practices and policies that promote inclusion, equality and social justice. This stands against the ideals of IE as well as CER (Schuelka, 2020;Sinnerbrink, 2012).…”

“…This study is framed by the concept of Inclusive Education (IE) which, in its most 'traditional' conceptualisation, entails educational institutions that are made or transformed with the purpose of accommodating children with special needs (disabilities) and how they can adapt easily in the school environment (Florian, 2014;Schuelka, 2018;Schuelka et al, 2020). From a broader perspective, IE is used to name the process of recognising and giving 'support to the groups that are in any way marginalized' (Petrović, 2013, p. 31).…”

“…The practice of IE calls for an understanding that requires a continuous process which strives to sustain the participation of all students. It also aims at restructuring the cultures, policies, and practices in learning institutions as a response to the diversity of learners (Schuelka, 2018;Schuelka et al, 2020). Schuelka (2018) brings out success elements to effective implementation of inclusive education which include inclusive polices and legal support that promote high outcomes for all students; adequate and equitable distribution of school resources and facilities; sufficient teacher training in inclusive thinking and techniques; flexible curriculum that offers personalisation; and supportive leadership.…”

Bullying in the Context of Inclusive Education: A Systematic Review

“…La falta de personalización del proceso de aprendizaje se debe a varios motivos o circunstancias, entre las cuales se encuentran: la masificación de las aulas, una formación del profesorado alejada de la realidad educativa actual (Gallego-Jiménez, Rodríguez y Solís, 2020; Sharma, Armstrong, Merumeru, Simi y Yared, 2019) y una inadecuada percepción de que la diversidad la componen únicamente los estudiantes con dificultades (González-Rojas y Triana-Fierro, 2018;León, 2018). Todo ello redunda directamente sobre la motivación y el interés de los estudiantes (López, 2003), pero también sobre la calidad de la enseñanza, los resultados de aprendizaje y el clima de aula que se obtiene (Schuelka, Braun y Johnstone, 2020); dificultando la consecución de un entorno educativo inclusivo real.…”