Creating structures for inclusive development in teacher education

Nes, Kari; Strømstad, Marit

doi:10.4324/9780203465233_chapter_7

Cited by 6 publications

(4 citation statements)

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“…Research suggests a number of educational and political problems in the medical model, including the false assumption that students with the same impairment have the same learning needs (Nes and Stromstad 2003;Roy 2003). This assumption highlights impairment pathologies for people with disabilities (Olney and Brockelman 2003, 45) and focuses on individual impairments, diverting attention from the need for collective political solutions that can change disabling social and physical environments (Armstrong and Barton 1999, 223;Matthews 2009).…”

Section: Theories Underpinning Inclusion In Hementioning

confidence: 99%

‘Bringing everyone on the same journey’: revisiting inclusion in higher education

Collins

Azmat

Rentschler

2018

Studies in Higher Education

130

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This study investigates inclusion in higher education, examining learning environments for students with physical disabilities (SWPD) and the challenges faced in promoting inclusive education, using an Australian university as a case study. Drawing from the social model of disability and interviews with 40 stakeholders, our findings suggest that despite marked progress towards inclusive education through reasonable adjustments for all, learning environments remain largely driven by adjustments for individual students, creating organisational and personal challenges. Four key challenges emerged: (1) staff perception about too many resources creating student dependencies; (2) staff training needs; (3) low representation of students with visible disabilities; and (4) moving inclusion beyond education into employment. Our findings emphasise the need to embed employability and skills development in all aspects of teaching and learning while moving towards inclusive education, to enable all students to develop professionally, and reinforcing calls for an inclusive workplace that values and accepts SWPD.

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Section: Theories Underpinning Inclusion In Hementioning

confidence: 99%

‘Bringing everyone on the same journey’: revisiting inclusion in higher education

Collins

Azmat

Rentschler

2018

Studies in Higher Education

130

View full text Add to dashboard Cite

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“…Nevertheless, authors such as Oliver and Barnes (2010) have questioned the policies and practices of university systems, which, in many cases have inaccessible curricula, negative attitudes and physical barriers. From the standpoint of these authors and many others including Baglieri et al (2011), Ferni and Henning (2006), gable (2014), Matthews (2009) and Nes and Stromstad (2003), it has been suggested that instead of the medical disability model, university environments should, when it comes to disability, position themselves within the social model (Oliver 1990). This would mean changing the teaching environment by eliminating the barriers created by society, making it as inclusive as possible.…”

Section: Introductionmentioning

confidence: 99%

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Moriña

Camacho

2016

Journal of Further and Higher Education

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The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain's Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.

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“…The medical model's focus on diagnosis and labeling implies that students with the same diagnosis will have the same learning need. Within this understanding of disability, students with similar diagnoses will receive similar treatment, for example, placing all students with autism spectrum disorders (ASDs) in the same classroom (Nes & Stromstad, 2003).…”

Section: Mapping and Interpreting Inclusive Policymentioning

confidence: 99%

Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis

Knight

Crick

2021

ECNU Review of Education

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Purpose This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, United Kingdom. Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K. Government in 1999. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations; alongside these and wider system-level reforms there is ambition to create an inclusive education system in Wales. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums—“practice” and “values”—to map and interpret these documents. Design/Approach/Methods This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales. Findings The analysis reveals that despite a foregrounded commitment to inclusion there is disparity both within and between the policy and guidance documents. Originality/Value The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales, providing insight into the emerging national education system reforms, as well as developing an approach for evaluating inclusive education systems in other jurisdictions.

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Creating structures for inclusive development in teacher education

Cited by 6 publications

References 0 publications

‘Bringing everyone on the same journey’: revisiting inclusion in higher education

‘Bringing everyone on the same journey’: revisiting inclusion in higher education

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis

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