Children and disability: Special or included

Ballard, Keith

doi:10.15663/wje.v10i1.349

Cited by 15 publications

(14 citation statements)

References 9 publications

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“…Attention to diversity constitutes an influential aspect of the educational centre's quality system, in that it depicts its capacity to respond to the particular needs of the relevant educational community [10][11][12][13][14][15][16] and it is configured as one of the possible routes through which equality in democratic society can be achieved [8,17]. It establishes mechanisms through which training processes are adapted to the specific needs of each student, without segregating them from the other students [8,9,18].…”

Section: Plans For Attention To Diversitymentioning

confidence: 99%

Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff

Martínez

Sánchez

González

et al. 2020

IJERPH

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(1) Background: Attention to diversity constitutes an aspect that influences system quality and offers a perspective of the capacity of educational centres to respond to educational needs. The present study carried out an examination of the perceptions held by secondary school teachers and the level of importance conferred by them to the variables that should be integrated into plans and will influence the degree of compliance. (2) Methods: Quantitative descriptive research was performed using a survey to collect data from teachers at schools that had a Quality Management System available. (3) Results: Interaction with families is necessary to agree upon the centre’s objectives to address diversity and to define an optimisation strategy for resources in virtue of their availability within the centre. It is key to establish an appropriate teacher–student ratio to encourage compliance. (4) Conclusions: Teachers are the great pillars of quality education. Their perceptions are the route through which deficient aspects and the dimensions that must be improved when formulating these strategies can be recognised with attention to diversity.

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Section: Plans For Attention To Diversitymentioning

confidence: 99%

Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff

Martínez

Sánchez

González

et al. 2020

IJERPH

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“…This discourse regards human diversity as norm instead of promoting an idealised pre-defined common 'norm' that effectively 'others' anyone outside of this norm (e.g. Ballard, 2004;. Coincidental calls for 'inclusive teaching practices' in the current neoliberal climate have contributed to a changed perspective on space (Benade, 2019a), pedagogy, and the relationship between teachers and students.…”

Section: A Social Constructive View Of Inclusive Educationmentioning

confidence: 99%

Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

Teschers¹

2020

teacherswork

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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes educational settings such as schools and centres, but also government policies that use inclusive language and promote inclusion. It seems, however, that many centres and policies still operate under a mainstreaming/integration discourse mind-set. In educational philosophy and theory, the notion of inclusion and inclusive education has been discussed widely and many aspects relevant to inclusive practices have been discussed in depth. What seems in need of further attention are broader models and frameworks that capture the range of aspects involved and the complexity of inclusive education in theory and practice. One such model that focuses on five aspects of inclusive education will be introduced in this article and discussed how this model could support policy, curriculum and classroom decision making.

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“…Inclusive education is a pervasive concept in current educational thinking and has been termed by some as a dominant ideology or orthodoxy in education (Hodkinson & Vickerman, ; Winzer, ). However, while the concept of inclusion may be pervasive and even dominant in educational thinking, it would be fair to say that an agreed meaning of either ‘inclusion’ or ‘inclusive education’ is elusive (Ballard, ; Slee, ). Lindsay () describes inclusion as a ‘complex and contested concept’ whose ‘manifestations in practice are many and various’ , while Norwich () argues that there are ‘different and sometimes conflicting notions’ of the concept.…”

Section: Inclusion and Inclusive Educationmentioning

confidence: 99%

“…In more recent years these concerns have widened and deepened to encompass the process of reform and transformation of all ‘spheres of activity in educational systems’ (Kozleski, Artiles & Waitoller, ). However, as Ballard () tells us, ‘probably the most frequent use of the term is to refer to children with disabilities participating in mainstream education’, and it is with this understanding of the term that this article is concerned.…”

Section: Inclusion and Inclusive Educationmentioning

confidence: 99%

Neither confirmed nor denied: special school provision in New Zealand's Special Education 2000 policy

McMenamin¹

2014

British J Special Edu

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Special Education 2000 (SE2000), New Zealand's first official special education policy, declared the aim of achieving a 'world class inclusive education system'. It would seem that, by implication at least, the intention of the policy was to achieve full inclusion of all disabled children in mainstream educational settings and thus, consequentially, the demise of separate special school provision. Given this, it would be fair to expect that intentions with respect to special school provision would feature prominently in the policy. However, surprisingly, this was not the case; only brief references to special school provision can be found in the policy material and certainly nothing that would constitute a clearly articulated policy objective for this type of provision. In this article, Trish McMenamin of the University of Canterbury, New Zealand, argues that a plausible explanation for this somewhat curious absence is that the differing ideological premises of inclusion and neoliberalism that underpinned SE2000 served as boundaries to what could be said and thought in that context and at that time. This, it is suggested, led to a policy position in which a role for special schools could neither be confirmed nor denied.

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Children and disability: Special or included

Cited by 15 publications

References 9 publications

Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff

Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff

Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

Neither confirmed nor denied: special school provision in New Zealand's Special Education 2000 policy

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