The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective

Abstract

Norwegian schools have had a reputation for being inclusive for a relatively long time.

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

“…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.…”

“…In general, Australian and New Zealand examples prove that the Index is widely used as a school-wide framework to guide change and to promote inclusive education (McMaster, 2012;Carrington, Bourke, & Dharan, 2012). Similarly, in Norway, the Index for Inclusion was applied as a tool for self-evaluation of inclusive schools and as a way to ensure they meet diverse aspects of inclusive education model (Nes, 2009).…”

‘Index for Inclusion’: a framework for school review in the United Arab Emirates

“…The Index went through a number of iterations; the modifications and adaptations were mainly based on feedback and comments regarding its use, as well as observations by practitioners and researchers (Booth & Ainscow, ). Not only has the Index been utilised in the UK context (for which it was originally intended), it has also been translated into over 30 languages, including Arabic, and has been employed in many school systems around the world, including Europe, Australia, Hong Kong (Carrington & Robinson, ; Corbett, ; Forlin, ; Hong Kong Education and Manpower Bureau, ; Nes, ) and countries of the south such as India, South Africa and Brazil, as well as in the Middle East (Engelbrecht, Oswald & Forlin, ; Booth, ; Williams, ). The current edition revolves around two main concepts: (1) putting inclusive values into action, and (2) identifying and removing barriers to learning and participation through the mobilisation of resources.…”

Asesoramiento Colaborativo en Escuelas Municipales: Posicionamientos y Desafíos del Rol de Amigo Crítico en un Proyecto de Desarrollo Escolar Inclusivo

“…(Escudero 2009;Foulger, 2010;Hargreaves y Fullan, 2014) y en esa misma línea, en la realización de los self study (Schuck y Russell, 2016). Su uso es frecuente en el campo del asesoramiento y la investigación acción con diversos focos, tales como el desarrollo curricular (Leite, 2002) la orientación (Calvo, Haya y Susinos 2010), la convivencia escolar (Ossa, Figueroa y Rodríguez, 2016) y la inclusión educativa (Bozic, 2012;Carrington y Robinson, 2004;Duke, 2009;Figueroa y Muñoz, 2014;Figueroa, Soto y Sciolla, 2016;Hick, 2005;Lago, 2014;Nes, 2009;Oswald;Villalba, 2009). …”

“…No obstante, la importancia asignada al rol del AC, en la bibliografía que recoge experiencias con La guía para la inclusión, no se advierte un análisis detenido respecto del mismo en cuanto a las condiciones e implicancias de su práctica, y pareciera que existen variadas comprensiones sobre su función, dependiendo del tipo de proyecto, de su perfil y pertenencia institucional (Bozic, 2012;Carrington y Robinson, 2004;Duke, 2009;Figueroa y Muñoz, 2014;Figueroa, Soto y Sciolla, 2016;Hick, 2005;Lago, 2014;Nes, 2009;Oswald, 2010;Villalba, 2009). Al respecto, cabe abordar una caracterización más específica de este rol, pero no sin antes contextualizarlo brevemente en relación a los enfoques de asesoramiento escolar externo y el asesoramiento colaborativo en el que se enmarca.…”