Fundamental concepts of inclusive education

Graham, Linda J.; Medhurst, Marijne; Tancredi, Haley; Spandagou, Ilektra; Walton, Elizabeth

doi:10.4324/9781003116073-3

Cited by 11 publications

(6 citation statements)

References 1 publication

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“…The pervasive face of stigma is its relationship to the increased burden that caregivers feel, and in some cases, it is the cause of considerable emotional distress (Green, 2007; Mitter et al, 2019). The judgement described by caregivers in this paper perhaps reflects the system’s failure to move beyond the historical context of disability, rooted in limitation, remediation, and segregation (Chambers & Forlin, 2021; Graham et al, 2020) — a position that does not acknowledge the role that marginalisation and negative societal attitudes play in increasing caregiver burden (Lalvani, 2015).…”

Section: Discussionmentioning

confidence: 96%

Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion

Rheinberger,

Staley,

Nutton

2023

Australas. j. spec. incl. educ.

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Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers’ experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child’s inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers.

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Section: Discussionmentioning

confidence: 96%

Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion

Rheinberger,

Staley,

Nutton

2023

Australas. j. spec. incl. educ.

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“…Malgré la présence, depuis plus de 25 ans, du courant de l'éducation inclusive dans les sphères publiques, politiques et scientifique, il existe une confusion entre les concepts d'intégration et d'éducation inclusive, particulièrement chez les professionnels qui adoptent le paradigme d'intégration en pensant toutefois réaliser une éducation inclusive, ce qui serait un obstacle à la mise en oeuvre d'une réelle éducation inclusive dans les systèmes éducatifs (Graham, 2020). Plusieurs auteurs relatent cette confusion relativement aux pratiques d'éducation inclusive en milieu scolaire (Bélanger, 2006;Davis et al, 2020;De Bruin, 2020;Graham et al, 2020). Cette situation prévaut également en service de garde éducatif à l'enfance (SGÉE), puisque la différence entre les concepts d'intégration et d'éducation inclusive n'est pas toujours bien comprise de la part du personnel éducateur (Andrys et Feutry, 2012;Point et Desmarais, 2011).…”

Section: Des Changements Importants à Considérer Pour S'inscrire Dans...unclassified

Éducation inclusive : représentations et pratiques professionnelles déclarées du personnel éducateur et de soutien en services de garde éducatifs (0-5 ans)

Goulet,

Boily

2023

Revue internationale de communication et socialisation

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“…Our concern is the preoccupation with sorting and labelling children that this path dependency represents, and the exclusionary effects that it may have. Contestations about definitional boundaries and diagnosis must be acknowledged (Graham et al 2020) and there is scant evidence of distinct disabilityspecific pedagogy (Lewis and Norwich 2005). The focus on disability categorisation potentially detracts attention from individual experiences at the nexus of a range of identity markers, not only disability.…”

Section: Preoccupation With Disability Categoriesmentioning

confidence: 99%

Inclusive education in South Africa: path dependencies and emergences

Walton

Engelbrecht

2022

International Journal of Inclusive Education

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Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative deductive content analysis of South African laws, policies, reports and scholarly literature, we explore three path dependencies from colonial/apartheid times that lock the country into historical patterns of categorisation and segregated schooling. These operate alongside the emergence of new and inclusive practices by actors at a system-wide and local level, made possible by inputs into the policy ecology. South Africa represents a complex, contradictory educational environment that confounds the expectation of linear progression towards greater inclusivity. Instead of identifying barriers to inclusive education, we argue for a nuanced understanding of the imbrications of historical investments and drivers of inequality, with policy possibilities and the impetus for transformation among system actors.

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Fundamental concepts of inclusive education

Cited by 11 publications

References 1 publication

Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion

Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion

Éducation inclusive : représentations et pratiques professionnelles déclarées du personnel éducateur et de soutien en services de garde éducatifs (0-5 ans)

Inclusive education in South Africa: path dependencies and emergences

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