Inclusion at risk? Push- and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences

Nes, Kari; Demo, Heidrun; Ianes, Dario

doi:10.1080/13603116.2017.1362045

Cited by 50 publications

(24 citation statements)

References 13 publications

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“…However, several studies (Giangreco et al, 2012;Istat, 2019) highlighted some critical issues that created forms of micro-exclusion. In particular, Nes et al (2017) underscored the 'push out' phenomenon that occurs when a class teacher refuses to collaborate with a special education teacher or perhaps when he/she delegates the activities totally to the special education teacher.…”

Section: Contextmentioning

confidence: 99%

E-inclusion: online special education in Italy during the Covid-19 pandemic

Parmigiani

Benigno

Giusto

et al. 2020

Technology, Pedagogy and Education

112

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Section: Contextmentioning

confidence: 99%

E-inclusion: online special education in Italy during the Covid-19 pandemic

Parmigiani

Benigno

Giusto

et al. 2020

Technology, Pedagogy and Education

112

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“…There are even critical opinions. Inclusion works when it is quality inclusion, otherwise it can foster negative effects, such as marginalization of students with disabilities in mainstream schools (Nes, 2017;Nes, Demo, & Ianes, 2017), aiming at the implementation of research-based interventions and practices in inclusive schools.…”

Section: Discussionmentioning

confidence: 99%

Inclusive education and its implementation: International practices

Bombardelli¹

2020

E&SD

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Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.

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“…Moreover, the enlargement of the SEN categories, also mainly based on medical diagnoses, risks amplifying the phenomena of stigmatization and exclusion to justify the allocation of additional resources. These issues are underlined by teachers' mixed opinions on recent legislative developments (Bellacicco et al 2019) and the coexistence of inclusive and exclusive experiences for students with disabilities (e.g., Nes, Demo, and Ianes 2018;Zanobini et al 2018;Nepi et al 2013Nepi et al , 2015. For example, some phenomena such as push and pull-out from mainstream classes need to be further studied in order to understand their impact (Ianes, Demo, and Zambotti 2014;Nes, Demo, and Ianes 2018).…”

Section: Discussionmentioning

confidence: 99%

Inclusive education in Italy: Historical steps, positive developments, and challenges

2020

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The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positive outcomes and ongoing challenges, especially those which could be of interest for international readers. The article is structured around three relevant themes: the persistent influence of an individual-medical model of disability on school practices; support opportunities and additional resources for inclusion; and monitoring and evaluation mechanisms and their role in the improvement of the quality of inclusion.

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Inclusion at risk? Push- and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences

Cited by 50 publications

References 13 publications

E-inclusion: online special education in Italy during the Covid-19 pandemic

E-inclusion: online special education in Italy during the Covid-19 pandemic

Inclusive education and its implementation: International practices

Inclusive education in Italy: Historical steps, positive developments, and challenges

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