Inclusion: the Dynamic of School Development

Simmons, Katy

doi:10.1111/j.1468-3156.2006.00365.x

Cited by 6 publications

(7 citation statements)

References 1 publication

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“…Inclusive education is a political and cultural change, a deconstruction of the conservative reality of the different contexts of education (general-specific) and their unification into a field of equality, social justice, solidarity and respect for diversity (Ballard, 1997). Inclusive education suggests the need for a radical reconstruction of the system of educational policy and reorganization of curriculum and teaching pedagogy (Skidmore, 2004).…”

Section: Teachers' Attitudes Towards Intellectual Disabilities and In...mentioning

confidence: 99%

Students With Intellectual Disabilities in Greek Educational System. Policies and Obstacles

Giavrimis

2023

EJSSS

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The purpose of this study was to focus on Greek secondary education teachers’ views regarding students with intellectual disabilities, their inclusion in the formal education system and the dimensions of social and educational exclusion, which may be related to it. The survey participants were 240 secondary school teachers who answered a questionnaire, while 25 semi-structured interviews were conducted with the same group of participants. The results of the research highlight the need for the professional development of Greek secondary education teachers in matters of special education and the immediate extension and upgrading of inclusive education structures. Article visualizations:<img src="/-counters-/edu_01/0097/a.php" alt="Hit counter" />

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Section: Teachers' Attitudes Towards Intellectual Disabilities and In...mentioning

confidence: 99%

Students With Intellectual Disabilities in Greek Educational System. Policies and Obstacles

Giavrimis

2023

EJSSS

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“…al 2014, Lund 2021) påpeget at problemer med fravaer ofte er blevet set som problemer, der er iboende i barnet og som ikke har fokuseret på skolekonteksten som årsag til fravaer. David Skidmore kalder det 'the within child deficit-model' (Skidmore 2004), som betegnelse for at den enkelte får ansvaret for det der egentlig er kontekstuelle og sociale problemstillinger og at sådanne patogene diskurser dominerer flere steder i samfundet, også i uddannelsessektoren (Skidmore 2004, Lund 2021. Det er naerliggende at forestille sig at denne tendens forstaerkes i de tilfaelde, hvor børnene eksempelvis har en diagnose, idet det individualiserede, patologiske blik på barnet (within the child) blik forstaerkes og dermed slører for de betingelser i skolen, der er medvirkende til at børn (også dem med diagnoser) fravaelger skolen.…”

Section: Artiklens Metodiske Tilgangunclassified

Skolevægring

Dumstrei¹

2023

FPPU

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ResumeSkolevægring er generelt set blevet et stigende problem blandt danske skoleelever (Knudsen & Møller 2017, Lund 2021) og især børn med diagnoser er overrepræsenterede i statistikker over børn der har svært ved at komme i skole. Samtidig er skolevægring som fænomen, noget vi ikke ved så meget om i en dansk kontekst. Artiklens ærinde er, ud fra et litteraturstudie, at afsøge forståelser af og grunde til skolevægring, samt diskutere skolens rolle og opgave ift. børn der vælger skolen fra. Artiklen tager udgangspunkt i et state-of- the-art litteraturstudie om skolevægring i et international perspektiv, men med et primært fokus på Danmark. Studiet er styret af følgende forskningsspørgsmål: Hvilke forståelser peges der på i litteraturen ift. børn der vælger skolen fra, samt hvilken betydning kan disse forståelser få for det forebyggende og indgribende arbejde i praksis?AbstractSchool refusal – Children with diagnoses and their difficulties in getting to schoolSchool refusal has become an increasing problem among Danish school students (Knudsen & Møller 2017, Lund 2021) and especially children with diagnoses are represented in statistics on children who have difficulty participating in school. At the same time, school refusal as a phenomenon is something we know very little about in a Danish context. Based on a literature study the purpose of this article is to make school refusal visible as a growing problem in a Danish school context, as well as to discuss the role and tasks of the school in relation to children who don’t want to go to school. The article is based on a state-of-the-art literature study on school refusal in an international perspective, but with a primary focus on school refusal in Denmark. The study is guided by the following research question: What is known from the literature regarding child-motivated refusal to attend school (School Refusal) and how can this information be used to prevent and intervene in practice?

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“…In the past, most exceptional children were segregated and viewed as "in need of assistance, as objects of pity and entirely dependent on others" (Naicker in Engelbrecht, Green, Naicker, & Engelbrech, 2008). According to Skidmore (2004), these children were mostly cared for by local health authorities in special need institutions. Special need children in most parts of the world have continually faced problems of exclusion which constitute a disadvantage to their socio cognitive development.…”

Section: Problems and Prospects Of Learners With Visual Impairment In...mentioning

confidence: 99%

“…According to Skidmore (2004), these children were mostly cared for by local health authorities in special need institutions. Special need children in most parts of the.…”

Section: Problems and Prospects Of Learners With Visual Impairment In...mentioning

confidence: 99%

Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms of the Western Highlands of Cameroon

Tchombe,

Laila,

Mancho

2023

JEP

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Purpose: This research work seeks to explore Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms in some Subdivisions of the Western Highlands of Cameroon. Specifically, this study seeks to: Investigates if collaborative practices exist in a Biology inclusive classroom, examines if a tripartite relationship exist between the Biology teacher, LVI, and transcriber in a Biology inclusive classroom, examines constraints that restrict proficiency of LVI in a Biology inclusive classroom, and evaluates the prospects that LVI have in a Biology inclusive classroom. Methodology: Relevant theories and appropriate empirical reviews utilised guided and instructed the process adopted for the conduct of the research. Primary source of data was collected using questionnaires, observation and unstructured interview on four public and private secondary schools in Bafut, Bamenda, and Dschang subdivisions through the simple convenient and purposive sampling techniques, with sample size of 21 LVI, 20 Biology teachers and 9 transcribers. Data collected was subjected to descriptive and inferential statistics using SPSS version 20 for a one sample T- test. Findings: Findings revealed that, collaborative practices and tripartite relationship do not exist in Biology inclusive classrooms. On the other hand, findings also revealed that, constraints that restrict proficiency amongst others are: assessment\attitude problems, technology availability /affordability but, LVI still have prospects in an inclusive Biology classroom. Unique Contribution to Theory, Policy and Practice: Based on the findings, it is recommended amongst others that, a tripartite relationship be built between the teacher, the learner with visual impairment and the transcriber in a Biology inclusive classroom.

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Inclusion: the Dynamic of School Development

Cited by 6 publications

References 1 publication

Students With Intellectual Disabilities in Greek Educational System. Policies and Obstacles

Students With Intellectual Disabilities in Greek Educational System. Policies and Obstacles

Skolevægring

Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms of the Western Highlands of Cameroon

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