Inclusive Education is a Multi-Faceted Concept
Keywords:
inclusive education, adaptations, resources, leadership, evidence- based teaching strategies
Abstract
With the impetus of the UN Convention on the Rights of People with disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested.
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References
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Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. Elementary School Journal, 98(3), 221–238.
Technical Work Group on Including Students with Disabilities in Large-Scale Assessment. (2006). Including students with disabilities in large-scale assessment: Executive summary. Washington, DC: U.S. Department of Education. Retrieved on 16 May 2010 from http://www.osepideasthatwork.org/toolkit/tk_lrgAssmnt_ES.asp
U.S. Department of Education. (2003). Title I - Improving the academic achievement of the disadvantaged; Final Rule, 68 Federal Registry 236 (December 9, 2003).
United Nations. (2006). Convention on the Rights of Persons with Disabilities. New York, NY: author.
Vogel, C. L. (2008). Classroom design for living and learning with autism. Autism, Aspergerer’s Digest, May/June.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64(4), 395–405.
Wehmeyer, M. L., Lance, G. D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: a multi-level model. Education and Training in Mental
Retardation and Developmental Disabilities, 37(3), 223–234.
ASHA Working Group on Classroom Acoustics. (2005). Acoustics in educational settings: Technical report; and ASHA Special Interest Division 16, and Educational Audiology Association (2002). ‘Appropriate school facilities for students with speech-language-hearing disorders’. Technical Report, ASHA Supplement 23.
Bolt, S. E., & Roach, A. T. (2009). Inclusive assessment and accountability: A guide to accommodations for students with diverse needs. New York, NY: The Guilford Press.
Braden, J. P., Schroeder, J. L., & Buckley, J. A. (2001). Secondary school reform, inclusion, and authentic assessment for youth with disabilities. Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) Brief, 3 June, 2001. Madison, WI: Wisconsin Center for Education Research. ERIC Digests No. ED467477.
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidencebased practices for teaching students with disabilities. New York, NY: The Guilford Press.
Carrington, S., Bourke, R., & Dharan, V. (2012). Using the Index for Inclusion to develop inclusive school communities. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school
communities (pp. 343–364). Milton, Qld: Wiley.
Chambers, J. G., Shkolnik, J., & Pérez, M. (2003). Total expenditures for students with disabilities, 1999- 2000: Spending Variation by Disability. Report 5. Special Education Expenditure Project.
Submitted to: United States Department of Education, Office of Special Education Programs.
Council for Exceptional Children. (1997). CEC Code of Ethics and Standards of Practice. Reston, V. A.: Author.
Department for Education and Employment. (2009). Building Bulletin 102 (BB102) Designing for disabled children and children with special educational needs. London, England: Author.
Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special Education, 22(3), 148–157.
Heller, M. F., & Firestone, W. A. (1995). Who’s in charge here? Sources of leadership for change in eight schools. Elementary School Journal, 96(1), 65–86.
Lazarus, S. S. Cormier, D. C., Crone, M., & Thurlow, M. L. (2010). States’ accommodations policies for alternate assessments based on modified academic achievement standards (AA-MAS) in 2008- 2009 (Synthesis Report 74). Minneapolis, MN: National Center on Educational Outcomes.
Lazarus, S. S., Hodgson, J., & Thurlow, M. L. (2010). States’ participation guidelines for alternate assessments based on modified academic achievement standards (AA-MAS) in 2009 (Synthesis Report 75). Minneapolis, MN: National Center on Educational Outcomes.
Luciak, M., & Biewer, G. (2011). Inclusive education in Austria: A comparative analysis. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five
continents. (pp. 17–44). Cambridge, Mass: Harvard Education Press.
Mayrowetz, D., & Weinstein, C. S. (1999). Sources of leadership for inclusive education. Creating schools for all children. Educational Administration Quarterly, 35(3), 423–449.
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Second edition. Abingdon, Oxon: Routledge.
Olson, B., Mead, R., & Payne, D. (2002). A report of a standard setting method for alternative assessments for students with significant disabilities (Synthesis Report 47). Minneapolis, MN: National Center on Educational Outcomes.
Parrish, T. B. (2000). Restructuring special education funding in New York to promote the objective of high learning standards for all students. Economics of Education Review, 19, 431–445.
Quenemoen, R., Thompson, S., & Thurlow, M. (2003). Measuring academic achievement of students with significant cognitive disabilities: Building understanding of alternate assessment scoring criteria (Synthesis Report 50). Minneapolis, MN: National Center on Educational Outcomes. Retrieved 12 May 2010 from http://education.umn.edu/NCEO/OnlinePubs/Synthesis50.html
Rainforth, B., & England, J. (1997). Collaboration for inclusion. Education and Treatment of Children, 20(1), 85–105.
Riddell, S., Tisdall, K., Kane, J., & Mulderrig, J. (2006) Literature review of educational provision for pupils with additional support needs: final report to the Scottish Executive Education Department. Edinburgh: University of Edinburgh [available at http://www.creid.ed.ac.uk/publications.html]
Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2011). Attentional control and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research theory, and applications (2nd edition) (pp. 284–299). New York, NY: Guilford Press.
Shaddock, A. J., Nielsen, A., Giorcelli, L., Kilham, C., & Hoffman-Rapp, L. (2007). What are the critical factors in ensuring successful collaboration between mainstream teachers and teaching
assistants? Report to the Australian Government Department of Education, Science and Training, Canberra.
Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. Elementary School Journal, 98(3), 221–238.
Technical Work Group on Including Students with Disabilities in Large-Scale Assessment. (2006). Including students with disabilities in large-scale assessment: Executive summary. Washington, DC: U.S. Department of Education. Retrieved on 16 May 2010 from http://www.osepideasthatwork.org/toolkit/tk_lrgAssmnt_ES.asp
U.S. Department of Education. (2003). Title I - Improving the academic achievement of the disadvantaged; Final Rule, 68 Federal Registry 236 (December 9, 2003).
United Nations. (2006). Convention on the Rights of Persons with Disabilities. New York, NY: author.
Vogel, C. L. (2008). Classroom design for living and learning with autism. Autism, Aspergerer’s Digest, May/June.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64(4), 395–405.
Wehmeyer, M. L., Lance, G. D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: a multi-level model. Education and Training in Mental
Retardation and Developmental Disabilities, 37(3), 223–234.
Published
2015-03-31
Section
FOCUS
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