Education policy and inclusive education

Bowden, Rachel; Corcoran, Su Lyn; Pinnock, Helen

doi:10.4324/9781003155034-4

Cited by 1 publication

(3 citation statements)

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“…It was only in the recent past that the concept of practicing two different educational models in the same environment was questioned, and thus the concept of "Special Education" started to crumble. In fact, there is no denying that development that occurred in the 􀅫ield of disability studies during the last 􀅫ifty years or so had a very positive and encouraging impact on the complete social system making people understand as to how to treat individuals with disabilities and same in􀅫luenced the techniques being practiced in "Special education" as well as regular mainstream educational models (Schwab et al, 2017;Tuncay & Kizilaslan, 2021;Bowden, Corcoran & Pinnock, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…"Inclusion" or "Education in inclusive environments" is de􀅫ined as "a system where students with disabilities are inducted into mainstream educational settings." As per Tonegawa (2022), it is widely believed that such learners can be educated in regular classes with their age fellows, reaping better results and improved performance (Nilholm, 2021;Bowden, Corcoran, & Pinnock, 2022). The effect of class composition also determines the performance of students with disabilities.…”

Section: Introductionmentioning

confidence: 99%

“…It is also widely believed that the attitude of teachers towards such students is not good or they feel them as a burden on the institution or classroom. This lack of awareness and will to address the issue is strongly hurting our overall social structure and productivity (Gaad & Khan, 2007;Tuncay & Kizilaslan, 2021;Bowden, Corcoran, & Pinnock, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan

Kanwal,

Edwin,

Khattak

et al. 2021

J. manag. pract. humanit I am. sci

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After becoming a signatory of UNCRPD, inclusive education is a reality for approaching days; however, due to our already weak and socio-religiously confused educational system, teachers and parents of delayed students, are not ready to accept them in mainstream classrooms. The basic reason for such reluctance is lack of awareness and fears of added responsibilities, which may be associated with this major shift in educational methodology. The aim of the research is to understand the attitude and perception of teachers about the inclusive education concept. In this study, mixed-method research (both qualitative and quantitative) was used. The research instrument was developed according to the directions and guidance provided by experts with fourteen items, which were then shared with 100 elementary school teachers belonging from different Federally administered educational institutions in District Okara, and their responses were quanti􀅫ied for analysis. Moreover, interviews of senior teachers from the same educational institutions were also conducted to obtain a clear perspective of the issue. Convenience sampling techniques were used, and descriptive analysis was used to assess responses. Based on acquired data, results were 􀅫inalized, which showed reluctance by teachers due to lack of awareness as well as fear of additional responsibilities and expectations without any visible incentive. Moreover, neither required human resources nor infrastructures allow an inclusive schooling system to be adopted. Thus, a gradual approach towards implementation of a new concept along with concrete steps by the government is found to be the most viable option for approaching the issue.

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Section: Literature Reviewmentioning

confidence: 99%