Policy, Discourse and Epistemology in Inclusive Education

Burke, Jenene; Goriss‐Hunter, Anitra; Emmett, Susan D.

doi:10.1007/978-981-19-5008-7_2

Cited by 5 publications

(2 citation statements)

References 28 publications

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“…However, what is common to various present-day definitions is that they are characterised by a departure from the medical discourse and a special educational approach to individuals who often face exclusion towards community-centred and general pedagogical and didactic approaches and strategies intended for everyone. Several authors (Ainscow, 2023;Burke, Goriss-Hunter, and Emmett, 2023;Skubic Ermenc, Jeznik, and Mažgon, 2019;Haug, 2017;Lesar, 2019) have pointed out that the general educational concept of inclusion goes beyond the focus on individuals and groups that traditionally receive different, usually special educational treatment within the school environment (e.g. individuals with special needs).…”

Section: Definition Of Inclusionmentioning

confidence: 99%

“…The way cultural, ethnic, linguistic, religious, racial, sexual and other diversity is dealt with in the education system also determines the degree of its inclusion, which can promote the belonging or alienation of students from minority communities (Akkan and Buğra, 2020). Burke, Goriss-Hunter, and Emmett, 2023) pointed out that while diversity and inclusion are increasingly emphasised in educational environments across the globe, the pedagogical and didactic approaches to teaching are still distinctly homogenous and based on a normative image of learners. The extent of diversity may remain invisible, and teachers may remain unprepared to use more inclusive pedagogical approaches.…”

Section: Definition Of Inclusionmentioning

confidence: 99%

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Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

Kristl,

Jeznik

2024

IJCRSEE

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The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

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