Financing special needs and inclusive education – from Salamanca to the present

Meijer, Cor; Watkins, Amanda

doi:10.1080/13603116.2019.1623330

Cited by 52 publications

(41 citation statements)

References 8 publications

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“…The widespread use of inclusion principles in European and American educational institutions allows accumulating significant comparative material. Besides, the examination of problems arising in the process of more extensive involvement of people with disabilities or special needs in social interaction became possible (Rochester et al, 2016;Yada et al, 2018;Meijer & Watkins, 2019). The research data are insignificantly related to the issue of support and advocacy of people with disabilities and social initiatives that perform this function.…”

Section: Discussionmentioning

confidence: 99%

“…The United Nations (UN) considered and presented several documents aimed at protecting the rights of persons with various disabilities, recognizing their right to education and a barrier-free environment. Among these documents are Convention on the Rights of Persons with Disabilities, World Conference on Education for All, Declaration on the Rights of Disabled Persons, Convention against Discrimination in Education, and the Salamanca Statement on Principles, Policy and Practice in Special Needs Education (Meijer & Watkins, 2019). These documents obligate any country that adopts them to provide socialization for all people, regardless of their health, mental and physical development.…”

Section: Introductionmentioning

confidence: 99%

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Accompanying Persons with Disabilities at University: Skills Development among Volunteers

Lukovenko¹,

Kalugina²,

Sorokin³

et al. 2021

INT J INSTRUCTION

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Caring for people with disabilities and their social adaptation around the world is effectively carried out with the help of volunteer organizations and social workers. Training of volunteers is effective, which is critical both for advocating for people with disabilities and for motivating and expanding the volunteer movement. The study's objective is to analyse the effectiveness of a training program that will help volunteers develop skills for the accompaniment of disabled students. The article analyses the effectiveness of volunteer movement conducted at the Regional Resource and Education Centre for Disabled People and People with Special Needs, Pacific National University (Russia, Khabarovsk). From October 22 to November 28, 2019, a resource-based education centre for people with disabilities has conducted a survey to investigate issues of inclusive volunteering among 78 participants (75 students, 3 university workers) with special needs from 8 universities of the Far East Federal District (FEFD). The level of volunteers' selfreported perceptions towards persons with various disabilities increased from average to above average and high. Moreover, the knowledge on how to interact with disabled people has also improved. The results of the study describe the students' interest in various types of volunteer activities. Besides, the main directions for the formation of skills needed, to accompany people with reduced capabilities are built. The comparative representation of program units provides a better understanding of the existing problems and allows effective solutions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Accompanying Persons with Disabilities at University: Skills Development among Volunteers

Lukovenko¹,

Kalugina²,

Sorokin³

et al. 2021

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Alternatively, it can lead to further segregation, with resources used to provide separate attention for some students-within the school or in separate special schools or classes. In this sense, finance is another powerful lever for change (Meijer and Watkins 2019).…”

Section: Education Departmentsmentioning

confidence: 99%

Inclusion and equity in education: Making sense of global challenges

Ainscow

2020

Prospects

115

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This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.

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“…These indicators consider the whole school population, the population of learners accessing inclusive settings and the specific population of learners with recognised special educational needs. This learner group is highlighted by all Agency member countries as presenting a specific policy priority for specific examination and attention as in all countries, to one degree or another funding mechanisms and approaches are directly linked to the identification of special or additional learning needs some learners may present (Meijer and Watkins, 2019).…”

Section: Background To the Easie Workmentioning

confidence: 99%

Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education

Ramberg

Watkins²

2020

FIRE

Self Cite

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The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation to the key concepts of presence, placement, participation and progress within inclusive education systems.The findings of the EASIE work indicate differences and variations between countries in how they respond to all learners

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Financing special needs and inclusive education – from Salamanca to the present

Cited by 52 publications

References 8 publications

Accompanying Persons with Disabilities at University: Skills Development among Volunteers

Accompanying Persons with Disabilities at University: Skills Development among Volunteers

Inclusion and equity in education: Making sense of global challenges

Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education

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