Collaboration and compromise in creating and sustaining an inclusive school

Kugelmass, Judy W.

doi:10.1080/136031101750054319

Cited by 16 publications

(16 citation statements)

References 6 publications

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“…These findings are similar to those of other researchers who report joint problem‐solving as a feature of their case studies of inclusive schools (Ainscow, 1999; Dyson & Millward, 2000). Kugelmass (2001) and Hunt, Hirose‐Hatae, Doering, Karasoff & Goetz (2000) also describe the collaborative development in which school staffs engaged. Responding to student diversity requires school staff to move beyond established practices, that in turn demands a process of learning about new practices and a willingness to struggle.…”

Section: Resultsmentioning

confidence: 99%

Leadership for inclusion: a comparison of international practices

Kugelmass

Ainscow

2004

Research in Spec Educ Needs

102

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The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements (World Education Forum, 2000). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners (Ainscow, 1999). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability (Vitello & Mithaug, 1998). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.

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Section: Resultsmentioning

confidence: 99%

Leadership for inclusion: a comparison of international practices

Kugelmass

Ainscow

2004

Research in Spec Educ Needs

102

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“…Ayrıca Dyson, Howes ve Roberts (2002) tarafından yapılan bir literatür taraması, bir okuldaki tüm çocukların eğitime etkin katılımının ve öğrenme düzeylerindeki artışın, o okuldaki uygulamaların bütünleştirici değerler ve kurallara dayalı olma düzeyi ile doğrudan ilişkili olduğunu göstermiştir. Aynı şekilde, okullarda göçmen öğrenciler dâhil tüm öğrencilerin eğitimden faydalanmasının, bu değerler ve kuralların tüm okul çalışanları tarafından sahiplenmesi ve çalışanların 'farklılık' ve 'kabul' fikirlerini benimseyerek tüm öğrencilere eğitim fırsatlarını tanımaya gönüllü olmasıyla ilişkili olduğu belirtilmiştir (Kugelmass, 2001).…”

Section: Bütünleştirici Okul Kültürleriunclassified

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

Sakız

2016

Göç Dergisi

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Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures. Keywords: Migrant children; inclusive school culture; qualitative research; Turkey

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“…Physical education teachers play an important role in determining the success of implementing the learning activities in adapted classes. The Teachers' qualifications include the teacher's educational background, certification, work experience, training experience and workload [8]. These parameters were used to select qualified physical education teachers in adapted high school.…”

Section: Methodsmentioning

confidence: 99%

Analysis Implementation Learning Adapted Physical Education in State High School

Kaloka¹,

Purwanto²,

Wibowo³

2018

Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1s

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implementation of adaptive curriculum in Yogyakarta High School is less optimal; this can be seen from the teacher's preparation especially in the curriculum of adaptive learning, teacher's seriousness, the readiness for facilities and infrastructure in the school, the enthusiasm of students, and the least evaluation of the learning program with the CIPP method. This research was conducted to develop and test the adapted physical education learning implementation in inclusive state high school including children with special needs. The data of Children with special needs was obtained by interview method. The quantitative survey method is aimed at giving an overview about the actual condition in a population. The essence of this study is to determine the implementation of physical education and the health of students with special needs at the inclusive physical education high school. They were used as case studies, and the process and product lasted for about a period of 2-months. Analysis of the data indicates that the teachers, students with special needs, and regular students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs. Based on the objectives and research results, it can be concluded that learning Adapted Physical Education at inclusive High School as a whole that includes context, inputs, processes and products including good category. However, there is one aspect, namely the process that included the s average categories. Keywords-physical education, adapted, special needs, high school.Success in every learning process is determined by several factors, one of which is the provision of standard

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Collaboration and compromise in creating and sustaining an inclusive school

Cited by 16 publications

References 6 publications

Leadership for inclusion: a comparison of international practices

Leadership for inclusion: a comparison of international practices

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

Analysis Implementation Learning Adapted Physical Education in State High School

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