Learning about Inclusion from Developing Countries: Using the Index for Inclusion

Carrington, Suzanne; Duke, Jennifer

doi:10.1108/s1479-363620140000003025

Cited by 11 publications

(6 citation statements)

References 9 publications

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“…This framework known as The Index for Inclusion was developed by Booth and Ainscow as a research-based tool created specifically to analyze the development and the implementation of an inclusive model of education. The conceptual framework has been often used in the research regarding inclusive education development (Nes, 2009;Duke, 2009;Carrington & Duke, 2014). The Index consists of three dimensions which are creating inclusive cultures, producing inclusive policies and evolving inclusive practices.…”

Section: 9framework Of Analyzing Inclusive Education Developmentmentioning

confidence: 99%

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Rollan

Somerton

2019

International Journal of Inclusive Education

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Section: 9framework Of Analyzing Inclusive Education Developmentmentioning

confidence: 99%

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Rollan

Somerton

2019

International Journal of Inclusive Education

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“…The perceived benefit of whole-school self-evaluation processes has been attributed to the opportunity to clarify school effectiveness goals and alignment of school communities towards meeting these goals (Karagiorgi et al, 2015; Mann & Smith, 2013). Positive stakeholder views relating to collaborative reflection opportunities and usefulness of an evaluation tool have been recorded in studies detailing use of the Index for Inclusion (Booth & Ainscow, 2011) to guide review of a school’s inclusive culture, policy, and practice (e.g., Carrington & Duke, 2014; McMaster, 2015). Although most reported experiences of self-evaluation in these studies have been positive, McMaster (2015) suggested that stakeholder experience during a ‘renegotiation of meaning’ (p. 244) throughout school reform has led to discomfort at times.…”

Section: Stakeholder Views Of Whole-school Evaluation Of Practicementioning

confidence: 99%

Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students

McLennan

Roberts

Johnson

2023

Australas. j. spec. incl. educ.

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Team participation in whole-school action research can assist the educational reform required for autistic students. Little is known about the experience of school community stakeholders engaged in the first stage of an implementation science process: evaluation of current practice. This study was designed to explore stakeholder experience and knowledge gained following a process of evaluation of whole-school practice related to the education of autistic students. A collective case study was employed across two Australian secondary schools, with team meetings designed to provide an opportunity for the self-evaluation process to take place and the data for the study to be generated. Thematic analysis was used to analyse the dialogue between participants during focus group discussions with each team. Findings are represented through six themes that provide insight for future practice. Both stakeholder teams reported that the evaluation process was a positive experience to engage in and resulted in a strengthening of knowledge about good practice for autistic students. Findings provide encouragement to other school teams engaging in a similar process; however, future teams may need to feel ready for this work and might benefit from the structure of a wider action-research cycle aligned to implementation science processes.

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“…• Recognising that inclusion in education is one aspect of inclusion in society. Finally, the Index for Inclusion is an effective tool to support a more inclusive response to diversity in schools (Carrington & Duke, 2014). In the Index, inclusion is an approach to education and childcare (Booth et al, 2006).…”

Section: Index For Inclusion: One Tool For Learning For Allmentioning

confidence: 99%

Inclusive Education and Inclusive School Development: A Key-Area for Sustainability and Teacher Skills

Ioannidi

Malafantis

2022

EJSSS

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This article constitutes a literature review on inclusive education for inclusive school development. Inclusive education supports a holistic and sustainable approach to learning for all and combines all fields of knowledge and experience. The focus of this paper is to explore the theoretical interrelation between inclusive education and sustainable philosophy. Prevention education can be a key educational process for the sustainability of inclusive education. The review examines issues, as it is necessary to develop data that will contribute to a more comprehensive description of these modern educational trends and will help to develop appropriate school materials on inclusive education and learning for all. The Index for Inclusion (Booth et al., 2006) is a set of materials to guide schools through the inclusive process in the 21st century with emphasis on the social model of disability. Further, the review examines to shed light on the skills of teachers. The purpose of this study is to review recent theoretical approaches and new data that would promote teacher education for inclusion. Article visualizations:<img src="/-counters-/edu_01/0597/a.php" alt="Hit counter" />

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Learning about Inclusion from Developing Countries: Using the Index for Inclusion

Cited by 11 publications

References 9 publications

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students

Inclusive Education and Inclusive School Development: A Key-Area for Sustainability and Teacher Skills

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