Inclusion and the standards agenda: negotiating policy pressures in England

Ainscow, Mel; Booth, Tony; Dyson, Alan

doi:10.1080/13603110500430633

Cited by 212 publications

(116 citation statements)

References 17 publications

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“…As a consequence, the narrowed perspectives on inclusive education as discussed above is understandable and become an uninished discussion. Beside the context of the mentioned policy, initially the development of inclusive education focuses on person with disabilities and learning diiculties (Ainscow, Booth, & Dyson, 2006). Moreover, a brief report on inclusive education in Vienna suggested that inclusive education is generally conceived of as special needs education (and most often only as education for children with disabilities) with little sensitivity for equity issues in a broader sense (Rambla & Langthaler, 2016).…”

Section: Discussion Narrowed Perspectives On Inclusive Educationmentioning

confidence: 99%

Policy of Inclusive Education for Education for All in Indonesia

Mulyadi

2017

pgr

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The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA). This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of National Ministry of Education (PERMENDIKNAS) Number 70 Year 2009. Number of schools implementing the inclusive education policy has signiicantly increased, supported also by the province and district related regulations. However, the context of the policy of inclusive education as the major guideline for the policy implementation lead to various and even narrowed perspective on the concept of inclusion. Inclusive education is still discussed more in term of learners with disabilities only. Much progress has been made, yet it is still much left to be accomplished to achieve the fundamental and universal rights on education to all society.

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Section: Discussion Narrowed Perspectives On Inclusive Educationmentioning

confidence: 99%

Policy of Inclusive Education for Education for All in Indonesia

Mulyadi

2017

pgr

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“…También se extrae la idea de que la inclusión, a nivel teórico, es asumida de forma universal, pero en la mayoría de casos, carece de mecanismos que permitan su irrupción de manera efectiva en las escuelas (ARNAIZ y GUIRAO, 2015), de ahí la necesidad de "hacer las escuelas más inclusivas" (AINSCOW, BOOTH y DYSON, 2006;AINSCOW, 2012) ante los nuevos desafíos de la educación en el siglo XXI. Se trata de superar las diferentes "barreras (políticas: normas contradictorias; culturales: conceptuales y procedimentales; didácticas: enseñanza-aprendizaje) que impiden la participación, la convivencia y el aprendizaje en la escuela" (LÓPEZ-MELERO, 2012, p.143) de aquellos niños y niñas a los que no se respetan sus diferencias.…”

Section: Introductionunclassified

La atencion a la diversidad en el sur de España: concepciones y práctica del pedagogo terapeuta

García

Prieto

2017

Educação

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PALAVRAS-CHAVE:Atención a la diversidad; Formación del profesorado; Educación inclusiva.The objective of this research is to deepen in the reality of the diversity attention in primary education stage. From a qualitative approach, the conceptions and practices developed by therapeutic pedagogy (PT) teachers in their classrooms are analyzed. Besides, the advances and limitations that they experience and the type of their continuous training, among others, are also considered. The results show the degree of inclusion of their actions, while indicating the need to foster involvement among teachers and improve the training of specialists. The conclusions indicate the PT's satisfaction with its educational practice and the need for continuous training that helps to seek the student's standard development and overcoming existing barriers. AbstractResumo KEYWORDS: Attention to diversity; Teacher training; Inclusive education. Manuel Delgado García* Universidad de SevillaFrancisco Javier García Prieto** Universidad de HuelvaLa atencion a la diversidad en el sur de España: concepciones y práctica del pedagogo terapeuta Attention to diversity in southern spain: conceptions and practice of the therapist pedagogue

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“…Understanding the development of inclusive education in this way calls for studies of variation in values related to schools´ interpretation of educational agendas in relation to inclusion. As pointed out by Ainscow et al (2006) we know relatively little of schools in this respect. In Sweden, as in many Western societies, two examples of other items on the educational agenda are the quest for raising standards, often narrowed down to increased goal attainment in literacy, mathematics and science and an increased demand upon schools and teachers for accountability.…”

Section: Introductionmentioning

confidence: 99%

“…Even so the development of an inclusive education seems to move slowly (e.g. Ainscow, Booth, and Dyson 2006;EADSNE 2003;Slee 2011). ).…”

Section: Introductionmentioning

confidence: 99%

Local school ideologies and inclusion: the case of Swedish independent schools

Göransson

Malmqvist

Nilholm

2012

European Journal of Special Needs Education

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This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic -inclusive and the market oriented -exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketization are finally discussed.

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Inclusion and the standards agenda: negotiating policy pressures in England

Cited by 212 publications

References 17 publications

Policy of Inclusive Education for Education for All in Indonesia

Policy of Inclusive Education for Education for All in Indonesia

La atencion a la diversidad en el sur de España: concepciones y práctica del pedagogo terapeuta

Local school ideologies and inclusion: the case of Swedish independent schools

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