Results for 'Inclusive school'

982 found
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  1.  19
    The effectiveness of a preparatory students programme on promoting peer acceptance of students with physical disabilities in inclusive schools of Tehran.Narges Adibsereshki, Masoome Pourmohamadreza Tajrishi & Mahmood Mirzamani - 2010 - Educational Studies 36 (4):447-459.
    This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty?one third? to fifth?grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected from (...)
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  2.  10
    Inclusive social networks and inclusive schools for disabled children of migrant families.Roberta Caldin - 2014 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 8 (2):105-117.
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  3.  6
    Innovative Pedagogical Experiences at Basque Country Inclusive Schools.Inaki Karrera Xuarros, Andoni Arguiñano Madrazo, Maitane Basasoro Ciganda & Pablo Castillo Armijo - 2020 - British Journal of Educational Studies 68 (6):753-770.
    In this study, we present the experiences of three educational projects with over thirty years of pedagogical innovation in the Basque Country: ‘The Amara Berri System’, ‘Eskola Txikiak’ and ‘The Antzuola Project’. These include innovations with an inclusive focus as well as practices that affect the curriculum and school organisation for the purpose of satisfying community demands and fulfilling objectives related to diversity and school well-being. The results obtained in the fieldwork have encouraged us to think about (...)
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  4.  10
    Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] by Irmgard Merkt (review).Beatrice McNamara - 2023 - Philosophy of Music Education Review 31 (2):187-193.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] by Irmgard MerktBeatrice McNamaraIrmgard Merkt, Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] (Regensburg: Conbrio, 2019)Irmgard Merkt, a German music education scholar, is a pioneer of intercultural music education with regard to the development of the concept Schnittstellensansatz, (...)
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  5.  5
    Inclusion in the City: Selection, Schooling and Community.Patricia Potts (ed.) - 2003 - Routledge.
    _Inclusion in the City_ explores inclusion and exclusion in the context of policy and practice in one English city - Birmingham. Here, a commitment to redressing the inequalities experienced by many learners has been inhibited by difficulty in securing agreement to a definite policy for inclusion and, consequently, in sustaining initiatives for strengthening participation in community comprehensive education. Grounded in an understanding of inclusion as a political and moral project, the book presents a range of perspectives from policymakers and practitioners. (...)
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  6.  40
    Inclusion and homophily: an argument about participatory decision-making and democratic school management.George Koutsouris - 2014 - British Journal of Educational Studies 62 (4):413-430.
    This paper reports findings from a study about school staff’s perceptions of the preferences for social interaction that young people have with similar and different others. This tension was explored empirically using scenarios of moral dilemmas to conduct in-depth semi-structured interviews with school staff from special and mainstream secondary schools. The issue was explored with reference to a tension between social inclusion, the principle of embracing difference, and homophily, the concept that similarity breeds connection. The data suggest that (...)
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  7.  11
    A Review of: “White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism”. [REVIEW]Jennifer Friend - 2007 - Educational Studies 42 (3):292-298.
  8.  45
    The school in non‐inclusive contexts: moral education, building citizenship and community development, an Argentinian example.Mercedes Oraisón & Ana María Pérez - 2009 - Journal of Moral Education 38 (4):513-532.
    This article reflects on the school's role in the building of citizenship, especially in socially vulnerable contexts. We argue, and try to show, that effective participation in decision-making processes is a key tool to promote conditions that help in social transformation and the formation of active citizenship. We offer a brief description of the current socio-educational scene, characterised by poverty and school failure, both emerging from the profound social, economic and cultural crises that affected Argentina in 2001. The (...)
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  9. The inclusion of multicultural material in middle school science teachers' resource manuals.Kathleen Y. Eide & Michael W. Heikkinen - 1998 - Science Education 82 (2):181-195.
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  10.  29
    Winning in philosophy: Female under-representation, competitiveness, and implications for inclusive high school philosophy competitions.Christina Easton - 2022 - Journal of Philosophy in Schools 9 (1):47-67.
    Women are currently under-represented in academic philosophy. This paper first considers ways in which the competitive atmosphere of philosophy might help explain this lack of diversity. For example, women are stereotyped as less competitive and as less capable of exhibiting what are considered ‘winning behaviours’ in philosophy, leading to a more stressful, less rewarding experience; lower assessments of merit by themselves and others; and potential under-performance. Second, this paper draws out the implications of this discussion for high school philosophy (...)
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  11.  4
    Profile of the Inclusive Teacher in the Secondary School.Daniela Gulisano - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (3):1-10.
    In this research, the Author attempts to deepen and analyze the first results that emerged from an exploratory survey of a descriptive nature aimed at students / teachers of the Specialization Course for didactic support activities for pupils with disabilities of the University of Catania. in the academic year 2021/2022 with the aim of investigating the quality and professional skills of the inclusive teacher. Along this direction, 663 teachers / students of the secondary school of I and II (...)
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  12. A Deeper Humanity: The Family as the School of an Inclusive Economy.Joseph Rice - 2024 - In Peter Róna, Laszlo Zsolnai & Agnieszka Wincewicz-Price (eds.), Homo Curator: Towards the Ethics of Consumption. Springer Nature Switzerland. pp. 159-185.
    This paper addresses one particular understanding, based in the Catholic intellectual tradition, of ethical and anthropological foundations of the formation of social and economic attitudes in the family, and how these might be related to the understanding of humanityHumanity at the foundation of participation in an inclusive economy. What is at stake is how the primordial subjectivity of the human person, formed in the family, may be related to the formation of social and economic attitudes in the wider societySociety. (...)
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  13.  17
    Using primary school children’s voices to promote inclusive education.Kyriaki Messiou - forthcoming - Voces de la Educación:11-27.
    This paper argues for the need to engage with the views of children in primary schools as a way of promoting inclusive education. One example from one primary school, where the views of children were explored in order to develop further the school’s practices, will be used to illustrate this argument. Methodological considerations, the benefits as well as the challenges associated with the process will be discussed.
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  14.  15
    Tablet Apps to Support First School Inclusion of Children With Autism Spectrum Disorders (ASD) in Mainstream Classrooms: A Pilot Study.Charles Fage, Charles Y. Consel, Emilie Balland, Kattalin Etchegoyhen, Anouk Amestoy, Manuel Bouvard & Hélène Sauzéon - 2018 - Frontiers in Psychology 9.
    The inclusion of children with ASD in mainstream classrooms is dramatically impeded by their difficulties in socio-adaptive behaviors. This paper presents a package of mobile applications consisting of both assistive and cognitive rehabilitation applications to support first school inclusion of children with ASD. These applications have been tested in a three-month intervention in mainstream schools and at home, involving 50 participants (30 children with ASD, half of which was equipped and 20 equipped children with intellectual deficiencies). Benefits on socio-adaptive (...)
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  15.  42
    Achievement and Inclusion in Schools.Kristine Black-Hawkins, Lani Florian & Martyn Rouse - 2016 - Routledge.
    There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children. Challenging this basic assumption, this award-winning book argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to have the opportunity to participate fully in education. This (...)
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  16.  13
    Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities.Mubarak S. Aldosari - 2022 - Frontiers in Psychology 13.
    Teachers’ positive attitudes are an essential element for the successful inclusion of students who have disabilities in schools with their peers who do not have disabilities. The current quantitative study examines middle school teachers’ attitudes toward the inclusion of students with disabilities in regular schools in Saudi Arabia and the factors that affect their attitudes. Middle school teachers from schools in Riyadh responded to a questionnaire regarding their opinions relative to the integration of students with disabilities. The results (...)
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  17.  64
    Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective.James McGonigal, Robert Doherty, Julie Allan, Sarah Mills, Ralph Catts, Morag Redford, Andy McDonald, Jane Mott & Christine Buckley - 2007 - British Journal of Educational Studies 55 (1):77-94.
    This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers-Putnam, Bourdieu and Coleman-and explores how these might help to understand the changing contexts and pursue opportunities for growth.
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  18.  12
    Development tendencies of the inclusive education system at higher medical school: Adaptation, maintenance, professional readiness.A. N. Zholudo, D. N. Os´kin, O. V. Polyakova & E. G. Vershinin - 2020 - Bioethics 26 (2):32-38.
    This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed (...)
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  19.  28
    L'inclusion scolaire des enfants handicapés comme révélateur des tensions éducatives.Éric Plaisance & Cornelia Schneider - 2013 - Revue Phronesis 2 (2):87-96.
    The concept of school inclusion applied to disabled children knows an international distribution and is more or less used in national contexts, but with wide variations in interpretation. The concept of disability tends to be supplanted by other terms such as «special needs». These notional transformations are at the heart of the tensions that exist within the education system and also perform in their relations with various external partners, including experts of disability and parents. The major issues are those (...)
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  20.  7
    Queer inclusion in teacher education: bridging theory, research, and practice.Olivia Jo Murray - 2015 - New York: Routledge.
    Queer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical "how-to" strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their (...)
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  21.  33
    Children, Social Inclusion in Education, Autonomy and Hope.Amy Mullin - 2023 - Ethics and Social Welfare 17 (1):20-34.
    Social inclusion can refer to the ability of individuals and groups to participate in social activities and the extent to which they feel included and recognized as valuable and able to make contributions. I explore the social inclusion of children in K-12 education (ages 4 - 18), and argue it is vital for the development and exercise of attitudes and capacities such as hope and local autonomy. Since schools are tasked with developing children's skills and knowledge, the extent to which (...)
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  22.  34
    Considering Perspectives on Transgender Inclusion in Canadian Catholic Elementary Schools: Perspectives, Challenges, and Opportunities.Cory Wright-Maley, Trent Davis, Eileen M. Gonzalez & Ryan Colwell - 2016 - Journal of Social Studies Research 40 (3):187-204.
    There is a growing recognition in society that more needs to be done to support LGBTQ youth in schools. In particular, school climate reports reveal that this need is particularly pressing for transgender individuals who are little understood and often rendered invisible or made to conform to gender-normative social standards. This mixed methods study surveyed and interviewed preservice teachers at three Catholic institutions. In particular, we focus on the shifting landscape of Catholic education in Canada as it relates to (...)
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  23.  34
    Inclusion as participation: mapping the participation model with four different levels of inclusive education.Kattis Edström, Viktor Gardelli & Ylva Backman - forthcoming - International Journal of Inclusive Education:1–18.
    In Swedish schools, the so-called ‘Participation Model’ is used to observe and analyse participation, with the intention of supporting an inclusive learning environment. While this model is widely promoted by government agencies, its theoretical alignment to the concept(s) of inclusion is not established. This article therefore compares and maps the six aspects of participation within the Participation Model (i.e. belonging, accessibility, interaction, autonomy, involvement and acceptance) with a hierarchically ordered set of commonly occuring definitions of inclusive education (ranging (...)
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  24.  11
    Promoting Students’ Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities.Sabrina Panesi, Stefania Bocconi & Lucia Ferlino - 2020 - Frontiers in Psychology 11.
    Digital technology in its various forms is a significant component of our working environment and lifestyles. However, there is a broad difference between using digital technologies in everyday life and employing them in formal education. Digital technologies have largely untapped potential for improving education and fostering students’ well-being and inclusion at school. To bring this to fruition, systemic and coordinated actions involving the whole school community are called for. To help schools exploit the full range of opportunities digital (...)
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  25.  23
    Education and Human Diversity: The Ethics of Separate Schooling Revisited.Kevin Williams - 1998 - British Journal of Educational Studies 46 (1):26 - 39.
    This article reviews the arguments in the separate schools debate in an attempt to present a view of the matter which would be acceptable in a liberal democracy. Although the case for common or inclusive schools is treated sympathetically, the burden of the argument is that public sponsorship of separate schools can be defended once certain conditions are met.
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  26. Why and how schools might live democracy as 'an inclusive human order'.Michael Fielding - 2016 - In Steve Higgins & Frank Coffield (eds.), John Dewey's Democracy and education: a British tribute. London: UCL Institute of Education Press.
     
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  27.  11
    Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire.Susanne Schwab & Ghaleb Hamad Alnahdi - 2020 - Frontiers in Psychology 11.
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  28.  24
    Democratic Governance for Inclusion: a Case Study of a Greek Primary School Welcoming Roma Pupils.Ioanna Noula, Steven Cowan & Christos Govaris - 2015 - British Journal of Educational Studies 63 (1):47-66.
  29.  14
    Haunted Trauma Narratives of Inclusion, Race, and Disability in a School Community.Irene H. Yoon - 2019 - Educational Studies 55 (4):420-435.
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  30.  5
    Advancing Equity and Achievement in America's Diverse Schools: Inclusive Theories, Policies, and Practices.Camille M. Wilson & Sonya Douglass Horsford (eds.) - 2013 - Routledge.
    _Advancing Equity and Achievement in America’s Diverse Schools _illustrates how educators, students, families and community partners can work in strategic ways to build on social, cultural, and ethnic diversity to advance educational equity and achievement. By drawing on the latest data on demographic change, constructions of culture and cultural difference, and the politics of school reform in urban, rural, and suburban school communities, this volume looks toward solutions and strategies for meaningful educational improvement. Contributors consider both the diversity (...)
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  31. Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region.Christine Forlin & Ming-Gon John Lian (eds.) - 2008 - Routledge.
    This ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. It is helpfully divided into three different sections of education reform: "Education Reform in the Asia-Pacific region" reviews (...)
     
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  32.  8
    Effects of the COVID-19 Pandemic on the Perception of Inclusion in School Education and Physical Activity Among Polish Students.Karolina Kostorz, Anna Zwierzchowska & Mateusz Ziemba - 2022 - Frontiers in Psychology 13.
    The coronavirus disease-2019 pandemic impacted the lives of children and adolescents, leading to many changes in their routines, especially in education. Face-to-face physical education classes during COVID-19 were affected in organization, possibly conditioning students' participation, motivation, and learning. In the extreme conditions of the coronavirus, it may be assumed that daily physical activity became much less than before, partly because students are learning outside the school environment and PE lessons taught using remote forms do not fulfill their purpose. The (...)
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  33.  5
    Social Theater as an Inclusive Educational-Educational Device.Paolina Mulè - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (3):1-16.
    In this short essay the A. intends to analyze the scientific coordinates of social theater as a pedagogical-didactic device in an inclusive perspective for the development of the intellectual welfare of communities in the 21st century. The reference model is that of Inclusive Education, which represents, as Unesco has specified several times, a true guideline in the field of education, education and training; it develops through the guiding principles of equality, social justice, freedom, the right to citizenship, the (...)
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  34.  11
    Confiscated Assets and School: From the Narration to the Experiences of Pathways for Soft Skills and Orientation.Patrizia Belfiore, Antonio Esposito & Domenico Tafuri - 2023 - ENCYCLOPAIDEIA 27 (67):65-78.
    Today, after the family, the school is the first institution in which children experience the implementation of social rules and the behaviors that follow from them. It is useful, therefore, to insert paths that favor the consolidation of a system made up of rules, inspired by the principles of transparency, fairness and solidarity, which can be the first and most effective lesson of democratic legality. In this perspective, teaching activities can appropriately refer to the programmatic contents of the disciplines (...)
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  35.  46
    Inclusive Legal Positivism.William H. Wilcox & W. J. Waluchow - 1997 - Philosophical Review 106 (1):133.
    Like many recent works in legal theory, especially those focusing on the apparently conflicting schools of legal positivism and natural law, Waluchow’s Inclusive Legal Positivism begins by admitting a degree of perplexity about the field; indeed, he suggests that the field has fallen into “chaos”. Disturbingly, those working within legal theory appear most uncertain about what the tasks of their field are. Legal philosophers often seem to suspect strongly that at least their colleagues in the field are confused about (...)
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  36.  49
    Education, Inclusion and Individual Differences: Recognising and Resolving Dilemmas.Brahm Norwich - 2002 - British Journal of Educational Studies 50 (4):482 - 502.
    The case is presented for a dilemmatic perspective to the educational provision for pupils and students with difficulties and disabilities. This perspective recognises the links and tensions between social and individual values and models. The paper focuses on the central significance of dilemmas of difference in understanding policy and practice issues in the field. One of the central arguments is that a commitment to inclusion implies a commitment to meeting the needs of a minority and therefore to arrangements which may (...)
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  37.  10
    Bien-être scolaire et communauté éducative inclusive : défis et enjeux d’une expérimentation pédagogique à l’Île Maurice pour penser le bonheur d’enseigner.Fabienne Serina-Karsky - 2023 - Revue Phronesis 12 (2-3):209-221.
    This article is based on a five-year action-research project implemented in elementary school in Mauritius, which mobilized members of the educational community as well as various partners, and which revealed the challenges and stakes of a pedagogical experimentation that promotes well-being in the perspective of an inclusive educational community. The qualitative and quantitative survey that mobilized the different actors made it possible to measure the impacts of the experimentation, particularly on the school environment, the well-being of the (...)
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  38.  31
    Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling.John White - 2011 - Routledge.
    "Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...)
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  39. Common schools and multicultural education.Meira Levinson - 2007 - Journal of Philosophy of Education 41 (4):625–642.
    Common schooling and multicultural education intuitively seem to be mutually reinforcing and possibly even mutually necessary: each is motivated by and/or serves the aims of promoting social justice and equality, common civic membership, and mutual respect and understanding, among other goals. An examination of the practical relationship between the two, however, reveals that neither one is a necessary or sufficient condition for achieving the other; in fact, each may in fairly common circumstances make the other harder to achieve. In other (...)
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  40. Can Inclusion Policies Deliver Educational Justice for Children with Autism? An ethical analysis.Michael Merry - 2020 - Journal of School Choice 14 (1):9-25.
    In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both (...)
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  41.  20
    How Inclusive Interactive Learning Environments Benefit Students Without Special Needs.Silvia Molina Roldán, Jesús Marauri, Adriana Aubert & Ramon Flecha - 2021 - Frontiers in Psychology 12.
    Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is (...)
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  42. A social psychological perspective on schooling for migrant children: A case within a public secondary school in South Africa.Sarah Blessed-Sayah, Dominic Griffiths & Ian Moll - 2022 - Journal of Education 1 (86):143-163.
    The conceptualisation of schooling is often based on “ideal children” in “ideal situations.” However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative (...)
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  43.  53
    Inclusive strategies for restraining aggression—lessons from classical chinese culture.R. James Ferguson - 1998 - Asian Philosophy 8 (1):31 – 46.
    An extensive body of Chinese philosophical thought suggests a redefinition of international security in terms of a non-threatening formulation of Comprehensive Security. In one culture viewed as particularly 'strategic', i.e. Chinese culture, we find strong traditions of inclusive, non-aggressive forms of security. Mo Tzu and the school of Mohism (5th-3rd centuries BC) developed a rigorous body of thought and practice based on universal regard, the protection of small states, and disesteem for aggressive wars. This is paralleled by a (...)
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  44.  7
    A Whole‐School Approach to Address Youth Radicalization.Dianne Gereluk - 2023 - Educational Theory 73 (3):434-451.
    Schools are increasingly being asked to identify and monitor youth who may be susceptible to recruitment toward radical groups. Rather than asking teachers to identify at-risk behaviors, Dianne Gereluk argues here that a whole-school approach may help to foster belonging and connection among youth that is not additive, but a central component of safe and inclusive schools. Whole-school approaches attend to the different power relationships that occur within the school community, focusing on the classroom environment, the (...)
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  45.  9
    School and Teacher Factors That Promote Adolescents’ Bystander Responses to Social Exclusion.Kelly Lynn Mulvey, Seçil Gönültaş, Greysi Irdam, Ryan G. Carlson, Christine DiStefano & Matthew J. Irvin - 2021 - Frontiers in Psychology 11.
    Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th, and 9th graders, approximately evenly divided by gender. Participants were primarily European–American. Results revealed that girls and (...)
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  46.  12
    Immigrants and discourse of inclusion in educational policy in Chile. Reflections from the redistribution or recognition dilemma.Jorge Alarcón Leiva - 2020 - Veritas – Revista de Filosofia da Pucrs 45:75-96.
    Resumen A partir de la evidencia del fenómeno migratorio en Chile, se examina la situación de los estudiantes inmigrantes extranjeros, tomando como referencia la normativa del sistema escolar y la perspectiva del dilema redistribución o reconocimiento. En particular, el texto pretende mostrar las consecuencias de la comprensión generada por dicho dilema en relación con la dialéctica igualdad/diversidad, para explicar los efectos del discurso inclusivo sobre la situación de los estudiantes inmigrantes, considerados como paradigma de grupo minoritario. Con este propósito, se (...)
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  47.  26
    Not quite Eureka: Perceptions of a trial of Cluster Grouping as a model for addressing the diverse range of student abilities at a junior secondary school.Dixie C. Blanksby - 1999 - Educational Studies 25 (1):79-88.
    Teachers in inclusive schools are often faced with the challenge of providing appropriate educational experiences for classes of students with abilities ranging from gifted to severely learning disabled. This challenge can be addressed either by the individual teacher or by a whole school approach. This paper reports on a study of the responses of teachers and parents to a trial of 'cluster grouping', as a model for meeting the educational needs of exceptional students. Data were gathered from teachers (...)
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  48.  15
    Common Schools and Multicultural Education.Meira Levinson - 2007 - Journal of Philosophy of Education 41 (4):625-642.
    Common schooling and multicultural education intuitively seem to be mutually reinforcing and possibly even mutually necessary: each is motivated by and/or serves the aims of promoting social justice and equality, common civic membership, and mutual respect and understanding, among other goals. An examination of the practical relationship between the two, however, reveals that neither one is a necessary or sufficient condition for achieving the other; in fact, each may in fairly common circumstances make the other harder to achieve. In other (...)
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  49.  28
    Common schooling and the need for distinction.Robin Barrow - 2007 - Journal of Philosophy of Education 41 (4):559–573.
    This paper, while broadly arguing in favour of the common school, nonetheless accepts the possibility of distinct specialist institutions in the later years of secondary schooling. It also argues for a careful distinction between a comprehensive school and a comprehensive classroom; further distinguishing between grouping by reference to alleged overall or all-round ability (‘streaming’) and grouping by reference to current preparedness for particular studies (‘setting’). It favours the latter and is critical of a policy of inclusion that tends (...)
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  50.  29
    Trekking back to mainstream for inclusive education, is it there?Rosemary Chimbala Kalenga & Elsa Fourie - 2012 - Educational Studies 38 (2):175-187.
    This paper explores the ecosystemic management strategies for inclusive schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for inclusive education. Ecosystemic perspective on inclusive education, ecological theories and systems theories underpin this paper. The study was done through interviews, field notes and observations of 120 participants comprising the SMTs, educators and parents. The findings indicate that schools face great challenges in managing (...)
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