How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations

Byrne, Bronagh

doi:10.1080/13603116.2019.1651411

Cited by 36 publications

(34 citation statements)

References 20 publications

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“…Lyons and Cassebohm state that ‘although inclusion (in educational and other contexts) prevails as a widely supported principle, the realities of diverse interpretations and shortages in human and financial resources mean that it remains an unlikely outcome for many’ (2011, p. 28). Byrne (2019) clearly discusses how students with S/PMLD are most vulnerable to their human rights being rescinded, and their voices being lost in this transition to a more inclusive education system (Anderson and Boyle, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The in‐text discussion has highlighted the importance of consultative practices, individualised learning programmes, and whole‐of‐life considerations being at the forefront of decision‐making; and central to the development an inclusive curriculum. In advocating that these approaches are not just recommended but embedded, a system can better articulate and respond to the complexity of its students' needs, rather than silencing them and favouring those who are more easily included (Byrne, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Rendoth

Duncan

Foggett

2021

Research in Spec Educ Needs

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The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping review aims to analyse the structures and elements of a standardised curriculum that best enables the authentic inclusion of students who have S/PMLD. The philosophical, design and practice considerations in constructing an inclusive curriculum structure for students with S/PMLD in a standardised educational system are discussed. Results are further explored to create a basis for discussion, provide guidance for policymakers and outline a future research platform.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Rendoth

Duncan

Foggett

2021

Research in Spec Educ Needs

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“…The first global report on the situation of people with MSI highlights that only 44% of high-income countries have specific laws protecting their rights and that children and young people with MSI are 23 times more likely to be out of school (World Federation for the Deafblind, 2018). Furthermore, research on the implementation of the UNCRPD shows that the mechanisms established internationally to ensure countries meet the global education targets fail to capture the voices of those learners with the most complex needs, who are at the highest risk for exclusion from education (Byrne, 2019). In order to meet the agreed universal goals for all learners, we urgently need to focus on supporting inclusion in education of those with the most complex needs.…”

Section: Rationale For Literature Reviewmentioning

confidence: 99%

Multi–sensory impairment: convenient label or recipe for confusion? A scoping review of research conducted in England (2001‐20)

Kamenopoulou

Ali

Ockelford

2021

Research in Spec Educ Needs

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In England, the term ‘multi‐sensory impairment’ (MSI) has come to overlap with other labels, which is problematic for both research and practice. We undertook a scoping review of empirical studies conducted in England over the past 20 years on MSI and overlapping labels. We designed and used a review protocol and combined multiple searching methods, including repeated database searches, manual searching of journals and expert recommendations. We identified 29 studies that met the criteria for inclusion in the review, and we analysed these according to three themes: (1) terminology used, (2) topic explored, and (3) methodology adopted. We found that terminology was varied and poorly defined, with a lot of overlap between key terms that were used sometimes interchangeably. Moreover, studies varied in the level of transparency provided when methodology was reported. Finally, there was a dearth of research into inclusion in mainstream schools and research gathering learners’ voices. Implications for future research include the need for: (1) identification of factors that have led to overlapping terminology, (2) greater transparency in how the methodologies used in the field are reported, and (3) more evidence, especially from research on strategies in settings that promote inclusion, and research that includes learners’ voices.

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“…These concerns are confirmed by the data collected on the implementation of CRPD worldwide. Its application is still limited and, where implemented, meets numerous challenges, such as inadequacy of teaching, services and adjustments, insufficient monitoring, and cultural barriers (Byrne, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning, Social, and Psychological Outcomes of Students with Moderate, Severe, and Complex Disabilities in Inclusive Education: A Systematic Review

Dell’Anna

Pellegrini

Ianes

et al. 2020

International Journal of Disability, Development and Education

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The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were finally included due to the eligibility criteria. Studies were placed in categories based on the topics investigated. Regarding learning outcomes of students with MSCD, findings were moderately in favour of school inclusion for both academic achievement and adaptive skills. Regarding social outcomes, results showed that inclusive settings offer more access to instructional time and peer interaction, although they reported marginalisation during class activities and social isolation within the peer group. Finally, in terms of psychological outcomes, inclusive settings appeared to reduce the frequency of challenging behaviours. The paper also addresses conceptual barriers regarding the definition of inclusion and its consequences on research and practice as well as research design barriers resulting from the quality of research in this field. Based on review results, this paper outlines epistemological propositions for developing standards of quality for both research and practice in the field.

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How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations

Cited by 36 publications

References 20 publications

Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Multi–sensory impairment: convenient label or recipe for confusion? A scoping review of research conducted in England (2001‐20)

Learning, Social, and Psychological Outcomes of Students with Moderate, Severe, and Complex Disabilities in Inclusive Education: A Systematic Review

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