Inclusive Education for Students with Special Needs

Mitchell, David; Desai, Ishwar

doi:10.1007/978-94-017-3368-7_14

Cited by 8 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Altogether Autism (2018) identifies the following areas as strengths for many autistic learners: visual processing; logical thinking; detail focus; strong ability to follow rules and routines; and motivation to learn through engaging high interest areas. D. Mitchell (2010) and Alesech and Nayar (2020) define inclusive education as education in which children with special needs are able to engage fully in age appropriate classes in their local schools, and receive appropriate adaptations and support services.…”

Section: Inclusive Practicementioning

confidence: 99%

Promoting inclusive practice for autistic learners: Universal design for learning

Mitchell

2023

Kairaranga

View full text Add to dashboard Cite

The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.

show abstract

Section: Inclusive Practicementioning

confidence: 99%

Promoting inclusive practice for autistic learners: Universal design for learning

Mitchell

2023

Kairaranga

View full text Add to dashboard Cite

show abstract

“…Because at least some of these pupils may need special assistance to enable them to be included in the general education framework, the educational system has changed. One change was the development of the “special education specialist” (Mitchell, 2004). The second chapter of the Margalit Report dealt with pre– and in–service training and recommended the development of interdisciplinary college and university–level programs to train professionals in the area of LD and specifically recommended the development of the LD specialist (the Hebrew acronym— Matal ).…”

Section: The Special Educational Systemmentioning

confidence: 99%

Current Best Practices in Learning Disabilities in Israel

Gumpel

Sharoni

2007

Learning Disabilities Research & Practice

View full text Add to dashboard Cite

We present an analysis of the current state of practice in the diagnosis and treatment of learning disabilities (LD) in Israel. Through an examination of the cultural, historical, and demographic background of the country ("deep structures"), we show how a fragmented society has developed; it segregates different ethnicities and social groups and has led to an educational system ("surface structures") that perpetuates that separation. Special education law also reflects and perpetuates that social reality. However, since 2002, the Israeli Ministry of Education, through legislation and ministerial guidelines, has embarked on a mission to include children with LD fully in the general education curriculum. This change is meaningful, because it is foreign to the Israeli educational perspective. The development of a response-to-intervention model that includes a specialist (called a Matal) charged with providing diagnostic and prescriptive case management is still in its experimental phase and its efficacy has yet to be evaluated. However, adoption of this model has already had an effect on the testing and diagnosis of LD. Future trajectories of Israeli LD are also discussed. THE CURRENT STATE OF LEARNING DISABILITIES IN ISRAELNational systems of public education develop through the interplay between larger sociohistorical, demographic, and bureaucratic requirements. Understanding a country's provision of services to children with special educational needs in order to conduct both inter-and intranational analyses necessitates an understanding of these "deep structures" (i.e., the sociohistorical milieu) and how they affect the system's everyday functioning, or "surface structures" (Gumpel & Awartani, 2003). Likewise, understanding the current state of learning disabilities (LD) in Israel necessitates an understanding of the Israeli social-historical milieu as well as the special and general education system from which it developed. Indeed, through an examination of the vagaries of Israeli society and the Israeli educational system, it becomes clear that the current Israeli practices in LD are a natural result of cultural and educational evolutionary processes, but at the same time they are a radical step away from many aspects of the Israeli cultural and educational perspective. To examine this issue, we first examine some social and cultural issues shaping the current Israeli educational system, and specifically the general and special educational systems; from there, we examine recent changes in the education and treatment of children with LD, focusing on service provision and the move toward the provision of services solely in general education settings, and related personnel preparation issues. We conclude by outlin-Requests for reprints should be sent to Thomas P. Gumpel, School of Education, The Hebrew University, Jerusalem 91905, Israel. Electronic inquiries may be sent to tgumpel@vms.huji.ac.il. ing what we see as some possible future trajectories regarding some current issues in Israeli LD.Understanding th...

show abstract

“…For example, all children, whether or not they have disabilities or special needs, perform better academically when educated in inclusive settings (Salend and Duhaney, 1999;Hehir et al, 2012;Cosier et al, 2013;Szumski et al, 2017). Also, children with disabilities and special needs in inclusive settings are less likely to experience limited academic opportunities and be negatively affected in their future academic opportunities, compared to those in self-contained special education classrooms (Mitchell, 2010;Parekh and Brown, 2019).…”

Section: Introductionmentioning

confidence: 99%

Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review

et al. 2022

View full text Add to dashboard Cite

Inclusive education is important to achieve high-quality education for all; however, there is an important gap in the literature surrounding inclusive education, namely representation of the perspectives of children and youth with disabilities and special needs. In this study, we used a meta-aggregative approach to qualitative evidence synthesis to bring together systematically the perspectives of these children and youth regarding their experiences in inclusive education, and to generate recommendations for action. After selecting and critically appraising the methodological quality of eligible qualitative studies, we extracted the findings from the results sections of 27 studies involving children and youth with various diagnoses and special needs. We aggregated the findings to develop 19 categories, which we further synthesized into six overarching statements pertaining to: (i) teachers’ and education workers’ support and attitudes; (ii) implementation of support and accommodations; (iii) need for safe and accommodating physical environment; (iv) preparation for high school transitions; (v) friendships and peer interactions; and (vi) participants’ own views of themselves. Implications of our findings include: (i) a need for strong leadership at the school level to support implementation of inclusive education; (ii) a need for leadership from government agencies and schools to provide opportunities for teachers to train and collaborate with other professionals; and (iii) a need for flexibility in curriculum and instruction, for which educators require training and experience. Most importantly, our findings show that children and youth with disabilities and special needs, when provided opportunities, demonstrate profound personal understandings of their strengths and needs, their conditions and how these impact their lives, leading to insightful information that can enhance inclusive education practice and policy.

show abstract

Inclusive Education for Students with Special Needs

Cited by 8 publications

References 10 publications

Promoting inclusive practice for autistic learners: Universal design for learning

Promoting inclusive practice for autistic learners: Universal design for learning

Current Best Practices in Learning Disabilities in Israel

Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review

Contact Info

Product

Resources

About