Modelling inclusive special needs education: insights from Dutch secondary schools

Bij, T. van der; Geijsel, Femke; Garst, G.J.A.; Dam, G.T.M. ten

doi:10.1080/08856257.2016.1141509

Cited by 11 publications

(8 citation statements)

References 36 publications

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“…Whereas, other aspects received the moderate level of needs. Studies have shown that management of inclusive education is important which involves the collaboration process to support the inclusive school [25][26][27]…”

Section: The Results Of Analysis On the Level Of Needs On The Inclusivmentioning

confidence: 99%

“…Quality assurance is done by modifying the curriculum, administrative organization, and appropriate pedagogical strategies. Collaboration is very supportive in the management of inclusive education [25][26][27]. Consistent support and services are provided, according to the special needs of inclusive students.…”

Section: Inclusive Education Modelthe Whole School Systemmentioning

confidence: 99%

“…There is a plethora of studies that have investigated the proper development of inclusive education model. A study by Van der Bij, Geijsel, Garst and Dam [25] has developed the three core aspects of inclusivity namely the learning environment, the general care and the guidance provided by the teachers. Another study in Kenya showed that it was essential to work with stakeholders and government, while at the same time expanding the cooperation with other relevant parties [26].…”

Section: Introductionmentioning

confidence: 99%

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The development of inclusive education management model: Practical guidelines for learning in inclusive school

2020

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This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.

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Section: The Results Of Analysis On the Level Of Needs On The Inclusivmentioning

confidence: 99%

Section: Inclusive Education Modelthe Whole School Systemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The development of inclusive education management model: Practical guidelines for learning in inclusive school

2020

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“…A temática de educação inclusiva tornou-se uma espécie de "Agenda Global" (RUNSWICK-COLE, 2011) e é um dos campos mais explorados em pesquisas educacionais. Na declaração de Salamanca em 1994, os países signatários assumiram o compromisso de promover políticas que garantam o acesso a todos, em idade escolar, na instituição de ensino comum mais próxima de sua residência (RUNSWICK-COLE, 2011;VAN DER BIJ et al, 2016). Este compromisso contrapõe à prática de educação segregada na qual os estudantes com deficiência são matriculados em escolas especializadas que atendem somente este público (VAN DER BIJ et al, 2016).…”

Section: Introductionunclassified

Inclusão De Estudantes Com Necessidades Educacionais Específicas: Um Caminho Estruturado Para Mudanças

Françozo

Belderrain

2019

OlharProfr.

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Resumo: A inclusão no ambiente educacional, um desafio contínuo em muitas instituições de ensino, é caracterizada pela presença de múltiplos atores, parcialidade, conflitos e ausência de informações claras. Embora as diretrizes operacionais para o Atendimento Educacional Especializado sejam instituídas por meio de legislação, a execução prática de tais diretrizes é dependente da imersão contextual de onde é aplicada. O propósito deste artigo é identificar as atividades necessárias visando à inclusão de estudantes com Necessidades Educacionais Específicas por meio de uma abordagem envolvendo Métodos de Estruturação de Problemas. Para este propósito, foi composta uma multimetodologia envolvendo as clássicas abordagens da área de Pesquisa Operacional: Value-Focused Thinking e Soft System Methodology. A multimetodologia construída foi aplicada em um estudo de caso em uma unidade da Rede Federal de Ensino. Os principais resultados indicam que certos pressupostos estabelecidos mereceriam ser reavaliados à luz do presente estudo.

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“…Gaining from the global experience (Van der Bij, Geijsel, Garst, Ten Dam, 2016;Emam, 2016;Futaba, 2017;Carrington, Pillay, Tones, 2017;Suc, Bukovec, Karpljuk, 2017) and already available Russian experience (Alekhina, 2016;Karpushkina, 2017;Osmuk, Degtyaryova, Zhdanova, 2017), inclusive education may and should become this kind of education. It is inclusive education that is such kind of organization of the education process, in which all children, regardless of their physical, psychic, intellectual, cultural and ethnical, language and other special features, are included in the general comprehensive education system and are educated next to the place of their living together with their peers without any disability in the same general comprehensive education school, where their special education needs are be taken into consideration and such children are given special care and support.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

Sidorova¹,

Repina²,

Nemtsova³

2018

The European Proceedings of Social and Behavioural Sciences

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The article reveals specific features of introducing inclusive education at the regional level into secondary general education institutions based on the case study of Primorsky Krai, the Russian Far East.The authors have put forward an assumption that to lay foundations of inclusive education properly and to avoid failures during its implementation, it is necessary, already at the regional level, to consider and evaluate all essential and situational contradictions and constraints, risks and resources. Analysis of statutes and regulations, provided for implementation of inclusive education at the regional level, at the country level (the Russian Federation), as well as at the level of the region under study, has shown that inclusive trends have rooted themselves in domestic education and have already gained the status of official government policy. Moreover, when analyzing practical aspects of inclusive education, the authors have faced discrepancies between theory and its practical implementation, which is a problem of Primorsky Krai and each region of the Russian Federation taken separately. The authors have analyzed legal regulations providing for inclusive education implementation, and current issues hindering such implementation, and eventually have offered their solutions in part of substantiation of the most suitable model under conditions of Primorsky Krai, the Russian Far East. The authors believe that each territory should follow its own way of inclusion development, taking into account its own peculiarities, opportunities, economic factor of each region taken separately, combining certain elements of already existing models and approaches, weighing their pros and cons, advantages and disadvantages.

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Modelling inclusive special needs education: insights from Dutch secondary schools

Cited by 11 publications

References 36 publications

The development of inclusive education management model: Practical guidelines for learning in inclusive school

The development of inclusive education management model: Practical guidelines for learning in inclusive school

Inclusão De Estudantes Com Necessidades Educacionais Específicas: Um Caminho Estruturado Para Mudanças

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

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