<i>A Disability Rights in Education Model</i>for evaluating inclusive education

Peters, Susan; Johnstone, Christopher; Ferguson, Philip M.

doi:10.1080/1360311042000320464

Cited by 47 publications

(33 citation statements)

References 11 publications

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“…The small group of Xhosa-speaking children, the children with disabilities as well as those from poverty-stricken households are viewed by both teachers and learners as "different". They are bullied and teachers, despite the fact that they experienced discrimination themselves during the Apartheid era, seem unable to grasp the fact that their own attitudes towards diversity contradict basic human rights and equitable access to education (Peters, Johnstone, & Ferguson, 2005). This is in accordance with the view of Young (1990) that notions of distributive justice have limited value in education; since rights are relationships not things and educational inequalities go beyond issues of access.…”

Section: Data Integration and Discussionsupporting

confidence: 63%

The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

129

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Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education. After ten year of democracy, the enduring tension between changing the structure of education and changing the process of education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge. Separate education departments, governed by specific legislation and fragmented along racial lines, reinforced the divisions in the education system (Engelbrecht, Howell, & Bassett, 2002).

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Section: Data Integration and Discussionsupporting

confidence: 63%

The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

129

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“…As inclusive curricula aim to be responsive to learners' needs, assessment should be performed and measured using these same inclusive principles. This means, amongst other things, avoiding the temptation to over-emphasize standardized outcomes in relation to pre-established targets of content knowledge, as this kind of information does not necessarily correlate with adult success in social, vocational, or other indicators of quality of life (Peters et al 2005). In contrast, formative assessment (assessment for learning instead of assessment of learning) has been shown to be an important tool that teachers can use to give feedback on the learners' participation and achievement, to identify areas for development, to motivate and engage learners, and to develop their reflection skills (Watkins 2007).…”

Section: Teachers As Competent Professionalsmentioning

confidence: 95%

Developing inclusive teachers from an inclusive curricular perspective

Opertti

Brady

2011

Prospects

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“…Increasingly, systems are being forced to use standards-based curricula and tests with their performance goals being measured against expected outcomes. Schools that find difficulty in maintaining these standards are progressively more reluctant to include students with disabilities who may affect their scores (Peters, Johnstone, & Ferguson, 2005). This is certainly likely to be an issue in Hong Kong where the schooling system is seen as "rigid, highly competitive and strongly weighted towards academic subjects" (Pearson, Lo, Chui & Wong, 2003, p. 490).…”

Section: Education Reform For Inclusionmentioning

confidence: 97%

A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong

Forlin

2007

Asia Pacific Educ. Rev.

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Together with the many advantages incurred by educational reform there are concomitantly a number of challenges that have to be addressed. In the field of special education there have probably been more changes in the past decade than in any other area of education. In 2006, Hong Kong is undoubtedly at the cusp of major changes which continue to reflect the paradigm shifts occurring internationally. One area of concern for all is the issue of support for learners with special needs. It is clear that as more learners with disabilities are included in regular classes support services are moving relatively quickly from a withdrawal one-on-one intervention model that is no longer viable, to increasingly providing support in class by co-teaching, or even redesigning support so that it is aimed at the teacher rather than the child. Additionally, support services are becoming more sophisticated as parents demand greater attention to the specific needs of their child and as they expect educational systems to provide the most up to date practices. For every child with a special need there are many stakeholders who seek to provide some form of support. This can become quite overwhelming, staccato in its implementation, and demanding in the extreme, thus resulting in a disjointed unworkable approach. This paper will consider how support can be redesigned to provide a more collaborative, collegial and cohesive approach that is manageable within the current transformations that are occurring in Hong Kong.

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A Disability Rights in Education Modelfor evaluating inclusive education

Cited by 47 publications

References 11 publications

The implementation of inclusive education in South Africa after ten years of democracy

The implementation of inclusive education in South Africa after ten years of democracy

Developing inclusive teachers from an inclusive curricular perspective

A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong

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