Making meaning of inclusive education: classroom practices in Finnish and South African classrooms

Engelbrecht, Petra; Savolainen, Hannu; Nel, Mirna; Koskela, Teija; Okkolin, Mari‐Anne

doi:10.1080/03057925.2016.1266927

Cited by 56 publications

(36 citation statements)

References 22 publications

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“…Moreover, inclusive education should be developed and studied in an international perspective and using a comparative framework. This study's results should reduce tensions regarding the conceptualisation and implementation of inclusive education in generaleducation classrooms (Engelbrecht et al 2017).…”

Section: Cross-cultural Development Of Inclusive Educationmentioning

confidence: 91%

“…Although cross-cultural research on inclusive education is not common, some researchers have provided insight into the practice of inclusive education in various countries (e.g. Engelbrecht et al 2017;Savolainen et al 2012). These researchers have found differences in teachers' attitudes towards inclusive education across countries, especially because some teachers have no opportunities to train for SENs and others have better opportunities (Sharma, Forlin, and Loreman 2008).…”

Section: Cross-cultural Development Of Inclusive Educationmentioning

confidence: 99%

See 1 more Smart Citation

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Mónico

Mensah

Grünke

et al. 2018

International Journal of Inclusive Education

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Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with special-education students enrolled in their classrooms. The participants comprised 363 teachers-156 men (43%) and 207 women (57%)from three countries (Ghana, Germany, and Spain). Of the teachers, 150 (41.3%) were from Ghana, 62 (17.1%) were from Germany, and 151 (41.6%) were from Spain. The results showed that there were significant differences in teachers' self-confidence and in the amount of personal and material resources they received from administrators and schools. In general, the Spanish teachers reported lower levels for these variables. All the teachers showed adequate levels of knowledge about instructional strategies and students' characteristics, although those from Ghana demonstrated significantly more knowledge than the others about students' characteristics. Finally, the teachers differed by country in terms of their attitudes towards inclusion, with the teachers from Spain and Germany demonstrating slightly better attitudes. They all agreed on the need for additional training as a key aspect in this regard.

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Section: Cross-cultural Development Of Inclusive Educationmentioning

confidence: 91%

Section: Cross-cultural Development Of Inclusive Educationmentioning

confidence: 99%

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Mónico

Mensah

Grünke

et al. 2018

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…Considerando la atención a la diversidad, son numerosos los estudios que demuestran lo ventajoso y posible de la inclusión de capacidades y diversidades en la misma aula Prats, 2010;Craven, Morin, Tracey, Parker y Zhong, 2015), cuidando de no llevar a cabo grupos segregados en grupos ordinarios (Echeita, 2013) para lo cual es fundamental formar al profesorado (Engelbrecht, Savolainen, Nel, Koskela y Okkolin, 2017). Solo en 4 de los 32 sistemas educativos analizados se parte de diseñar currículos y entornos de aprendizaje adaptados a las diferencias individuales en lugar de partir de la categoría del déficit del alumnado, es decir la respuesta educativa se va ajustando a las particularidades del alumnado sin necesidad de una categorización previa de sus necesidades educativas.…”

Section: Discusión Y Conclusionesunclassified

Equidad estructural en los sistemas educativos europeos

Díaz

Prados

2018

REEC

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The European Union has opted for a competitive and dynamic economy without losing social cohesion. Education is one of the pillars on which it is based to achieve this objective, but also a crucial element from which to ensure equity and social cohesion. The present study approaches, with a qualitative approach through documentary research, what equity measures are being developed from the educational systems of 32 European countries and what equity profiles can be established between countries. The analysis allows to show progress in the line intended, but also the use of practices and educational policies inconsistent and even contrary to equity and social and educational inclusion.

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“…However, the smooth functioning of the comprehensive school has been guaranteed by an exceptionally extensive special education system within the mainstream education (Kivirauma and Ruoho 2007). In recent years, national-level efforts have been launched to promote more inclusive education in Finland but have proved to be a complex process, as the traditional medical-deficit understanding of diverse educational needs has played and still play a significant role (Engelbrecht et al, 2017). The most recent reform changed the comprehensive school support system; instead of general and special education classes, support for pupils is provided at three levels of intensity: universal support for all, intensified support for pupils at risk, and special support for students needing support beyond the first two levels (the Basic Education Act 2010).…”

Section: Inclusion In Finlandmentioning

confidence: 99%

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

Karhu

Närhi

Savolainen

2017

International Journal of Inclusive Education

Self Cite

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Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card (DRC), regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support (PBS) systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment.

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Making meaning of inclusive education: classroom practices in Finnish and South African classrooms

Cited by 56 publications

References 22 publications

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Equidad estructural en los sistemas educativos europeos

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

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