Perspectives on inclusive education: learning from each other

Sheehy, Kieron; Rix, Jonathan; Nind, Melanie; Simmons, Katy

doi:10.1111/j.0268-2141.2004.00336.x

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Successful inclusive education initiatives are linked to teacher professional development (Ackah-Jnr, 2018). According to studies, formal professional development entails a specific curriculum (Sheehy et al, 2004;West and Pirtle, 2014), specific postgraduate studies (Greene et al, 2020), participation in workshops and conferences (Ofoegbu, 2004;Mitchell and Hegde, 2007;Sheridan et al, 2009), on-the-job training or mentoring (Sheridan et al, 2009;Chuenpraphanusorn et al, 2015;Forlin and Sin, 2017) and on-site school support services (Forlin and Sin, 2017).…”

Section: Meso Levelmentioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

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Section: Meso Levelmentioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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“…Na sequência da análise de um conjunto de trabalhos, teóricos e de investigação, que pretendem enquadrar o paradigma da educação inclusiva (e.g., Ainscow, 2000;Ainscow & Angelides, 2000;Ainscow, Howes, Farrel, & Frankham, 2003;César, 2003;Morgado, 2003a;Putnam, 1998;Sheehy, Rix, Nind, & Simmons, 2004;Villa & Thousand, 2003), consideraremos o papel do psicólogo educacional neste universo.…”

Section: Psicologia Educacional E Educação Inclusivaunclassified

“…Adoptando esta visão mais abrangente, a escola não fica apenas preocupada com a categorização dos alunos, pois também lhe é possível, e desejável, identificar e intervir em outros factores que possam estar a bloquear a participação de qualquer aluno, recorrendo a vários recursos presentes na comunidade (Ainscow & Angelides 2000), nomeadamente as próprias características individuais dos alunos, que são encaradas como oportunidades para enriquecer as aprendizagens (Ainscow, Howes, Farrel, & Frankham, 2003;César, 2003;Kluth, 2005;Sheehy, Rix, Nind, & Simmons, 2004). Assim, o movimento para uma escola inclusiva está verdadeiramente preocupado com a transformação da escola para que esta possa ir ao encontro das necessidades de todos os alunos.…”

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Educação, diferença e psicologia

Gaitas

Morgado

2012

Análise Psicológica

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Os modelos orientadores da intervenção do psicólogo educacional sugerem uma multiplicidade de oportunidades/opções que cada profissional terá que fazer. A investigação tem sugerido que a aprendizagem cooperativa conduz todos os alunos a uma melhor eficácia na aprendizagem. Apesar de muitos psicólogos ainda adoptarem uma perspectiva de intervenção individual, o objectivo deste ensaio é discutir as diferentes abordagens através dos quais a intervenção do psicólogo educacional cria e sustenta modelos de educação inclusiva. Este ensaio tem por base a convicção de Vigotsky de que todas as crianças, independentemente das suas necessidades, devem ter direito a frequentar a escola de ensino regular. Iniciando com a análise de três eixos essenciais: inclusão, necessidades educativas especiais e psicologia; termina com algumas sugestões que ajudam a definir o modo como a psicologia educacional pode contribuir para o sucesso de todos os alunos no ensino regular.

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Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka

Hettiarachchi

Das

2014

Teaching and Teacher Education

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Perspectives on inclusive education: learning from each other

Cited by 7 publications

References 2 publications

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Educação, diferença e psicologia

Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka

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