INCLUSION: Special or inclusive education: future trends

Abstract

In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between 'special' and 'inclusive' education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with 'additional' or 'special' needs in mainstream settings. She explores the implications of the use of the concept of 'special needs' -especially in relation to attempts to implement inclusion in practice -and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of 'the things that teachers can do' that we will begin to bring meaning to the concept of inclusion.

Perceptions of Teachers and Head Teachers on the Effectiveness of Inclusive Education in Public Primary Schools in Yatta Division Machakos County

“…Though some differences may seem to exist, for instance, in the approaches used in teaching children with autism compared with children with specific language impairments, Florian and Davis (2004) found that the 'teaching approaches and strategies themselves were not sufficiently differentiated from those that are used to teach all children to justify categorization as specialist pedagogy'. This view, not withstanding, Florian (2008) recognizes that what works for most children does not work with some. It will therefore mean that if we want all children to access the school curriculum and succeed academically, some form of differentiation will be required.…”

Understanding of Special Teachers in Teaching Children with Special Needs at Inclusive Schools

“…Three kinds of education services for children with special needs from segregation, integration to inclusion were conducted. The fact, that three type of services still be implemented (Florian, 2008), like that in Romania (Ghergut, 2011), in China (Deng & Zhu, 2016). The shift in public thinking about children with special needs is in line with the emergence of the human rights movements that fight for their rights in all aspects of life including equal rights in or children with special needs obtaining educational opportunities.…”

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia

“…In other words, teachers should acquire a broad repertoire of ways to teach and to manage their classes, to bring into action their practical wisdom in order to ensure equity when responding to diversity (Florian 2008). The development of these generic fundamental competences should also take precedence, both in their timing (beginning early in programmes and continuing throughout them) and in the time allocated to them, over any more specialist competences.…”