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Funding for pupils with special educational needs has created resource management difficulties for schools and budgetary control problems for LEAs. This stimulating book examines the policy context for formula funding and the design and accountability issues for the construction of a revised formula.
A comprehensive look at inclusion, this book provides success stories by administrators and teachers who have found that inclusion is the be st way to meet the least restrictive environment needs of their studen ts. Complete with checklists, in-service materials, and pre- and post- evaluation methods, this detailed guide will help you meet student nee ds in a way that complements the educational, fiscal, and legal outloo ks--as well as the attitudes--of your school division.
This document contains 25 papers presented at 1993 and 1995 conferences convened as part of a 7-year international project concerned with the integration of children with special educational needs into mainstream schools. The papers are: (1) "The OECD Project: Integrating Students with Special Needs into Mainstream Schools" (Peter Evans and Don Labon); (2) "Recent Developments in OECD Member Countries" (Don Labon and Peter Evans); (3) "Quality for All: Some Comments about Inclusive Schools from Spanish Educational Reform" (Alvaro Marchesi); (4) "Integration in the Netherlands" (Cor J. W. Meijer); (5) "Factors that Inclusion Must Not Overlook" (Yerker Andersson); (6) "How Systemic Are Our Systemic Reforms?" (Dianne L. Ferguson); (7) "What We Know about School Inclusion" (Gordon L. Porter); (8) "The Changing Roles of School Personnel in a Restructured and Inclusive School" (Kolbrun Gunnarsdottir); (9) "The Quality of Integration Depends on the Quality of Education for Everybody" (August Dens); (10) "Supporting the Classroom Teacher in New Brunswick" (Darlene Perner); (11) "Influences of National Policies on Classroom Teaching and Curriculum Access in England" (Klaus Wedell); (12) "A National Strategy for Enhancing Access to the Curriculum in France" (Patrice Couteret); (13) "Pedagogical, Curricular and Classroom Organisation in Italy" (Lucia de Anna); (14) "Integration in the Ordinary School in Switzerland" (Gerard Bless); (15) "Inclusion-Promoting Factors in the Norwegian Schools" (Ida Drage); (16) "Parental, Advisory and Administrative Support in OECD Countries" (Don Labon); (17) "The Influence of Related Services on Educational Integration in the United States" (Martha Coutinho and Alan C. Repp); (18) "Parental, Statutory and Voluntary Support Services in Belgium" (Jean-Jacques Detraux); (19) "School Organisational Structures Supporting Inclusion in Spain" (Gerardo Echeita); (20) "The Role of Special Education Arrangements in the Shift Towards Less Segregation in the Netherlands" (Aryan van der Leij); (21) "Remedial Tuition in the Ordinary Class for Pupils with Learning Difficulties in Switzerland" (Gerard Bless); (22) "The National Curriculum, Educational Standards and the Local Management of English Schools" (Klaus Wedell); (23) "Models of Funding to Support Inclusion in England and Wales" (Seamus Hegarty); (24) "Fiscal Issues Related to the Inclusion of Students with Disabilities in Schools in the United States" (Thomas B. Parrish); and (25) "Standards and Assessment in the United States Including Students with Disabilities in Public Accountability Systems" (Martha L. Thurlow). (DB)
The volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. Key policy issues for inclusive education are looked at along with recommendations to tackle these. Conclusions will focus on lessons learnt surrounding the implementation of policy and bridging the policy-practice gap.
Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.
The way in which special education is conceived varies around the world, and pratice varies accordingly. One of the current debates concerns the concepts of mainstreaming, integration and inclusion - and whether these are in fact different concepts, or simply differnt terminology. This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all. Using international examples, it clarifies the rationale for inclusion and demonstrates how it can be put into practice.
This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make certain that disabled children are fully included in all aspects of the education system.
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.
This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of "inclusion", and maps out the dilemmas facing its successful implementation.
The belief that regular and special education administrators should work together to create and maintain successful education programs for all students is not new, nor is the assumption that administrator preparation programs should foster the development of an inclusive approach—yet this critical educational partnership has not reached its full potential. Despite the lack of agreement within the federal legislative branch on exactly what should be changed within our education system, some promising points of consensus have emerged: competitive grants, college and career readiness, multi-tiered systems of support, common core standards, a rewards-based (rather than punitive) system for school improvement, the critical role of effective teachers and principals, increased school choice options, and evidence-based learning strategies, particularly in high-need schools. The third edition stresses the importance of these key points. Each chapter features case studies that simulate real-life situations readers are likely to encounter in their careers as administrators. Within the safety of the classroom, they will rehearse controversial scenarios involving inclusive school governance, school reform, identification and placement, conflict resolution, program evaluation, fiscal issues, transportation, and discipline. Enhanced practice situations and role-play exercises emphasize the special education administrator’s role in resolving difficult situations. The case-study approach is an effective learning tool for aspiring special and regular education administrators and instructors alike, fostering enthusiastic classroom discussion and critical thinking about potential solutions to today’s complex problems in inclusive educational administration.
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts: Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems Part III: Inclusion and Diversity in Global and Local Educational Contexts
Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise when students with disabilities are educated in local schools.
The issues which the editor of the book brings together are really major concerns in the present changing educational scenario. The noteworthy aspect of the book is that each chapter includes a number of study activities which would enable readers to relate ideas under discussion to their own professional contents... the book could be useful for planners and policy makers, and serve as a resource book for persons who are concerned for education of all children in a social setting' - "Journal of Education Planning and Administration " Bringing together many professional perspectives on inclusive education, this book explains: policy changes and the role of curriculum and resources in realizing the ideal of inclusion. It reviews different approaches to educational management; and looks at the history of management in special education. The contributions reflect a period of transition from the special and segregated practices of 20 years ago, to the more intergrated developments of the 1980s, and the wider discourse about inclusive' education.
This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.
Teaching in Inclusive School Communities, 1st Edition is the essential resource to provide pre-service teachers with the most contemporary, ethical and useful framework for incorporating diversity and inclusive practices in today?s classroom. Fourteen concise chapters compose a focused picture of the values and beliefs that inform the inclusive education approach, with the most up-to-date connections to curriculum and pedagogy throughout. Complemented by the latest research in the field, this text provides the practical knowledge and skills needed for inclusive classroom teaching in Australia and New Zealand, as well as a thorough analysis of exactly what is required to build respectful relationships in modern school communities.
The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook's breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.
"Inclusive education had its origins in the move of disabled children from segregated special settings to mainstream classrooms, on the premise that every child has the right to access the curriculum and other experiences of publicly funded schools. This book reports on studies by leading researchers in the USA, Britain, Australia, New Zealand, Norway and the Netherlands that set out to examine the meanings of inclusion in their various cultures and school systems. The emphasis in each of the studies is on attending to the voices of those most directly involved - the students, parents and teachers. They tell us about the complexity of the issues in this area, suggesting guidelines for teachers and other professionals working with disabled children."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
The current emphasis on individualised intervention programmes for students with special needs may not only be impractical, but also undesirable. This book compares and contrasts special needs approaches with school effectiveness strategies. The author sets out theories about inclusive schooling that arise out of a detailed scrutiny of practice. The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.
Inclusive education" is the term now used to describe the incorporation of special needs into mainstream education. This selection of papers provides perspectives and dialogue on inclusive education from around the world, defining the philosophical, political and educational implications.

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