Pub Date : 2023-10-29DOI: 10.57142/inclusion.v2i1.26
None ZhouBo, Kway Eng Hock
The education of visually impaired students in China has also gone through a developmental stage from "segregated education" to "special education" and then to "integrated education". In this paper, we take the visually impaired students at Binzhou Medical College, the first university in China to provide higher education for the disabled, as the research object. The study was carried out to investigate the adaptability of visually impaired students, using various research methods such as literature review method, questionnaire method and case study method, we investigated and researched the adaptation of visually impaired students to integrated education from several aspects such as quality of life, social support, mental health level, self-esteem and self-efficacy study. Finally, the study proposed several countermeasures and suggestions, such as attaching importance to the physical and psychological rehabilitation of visually impaired students, emphasising the integration of education and rehabilitation, strengthening the training of professional teachers for visually impaired students, emphasising the complementarity between schools and professions, and improving the employment support service system for visually impaired students, which are of great significance in promoting the development of the cause of integrated education for visually impaired students and improving the adaptability of integrated education for visually impaired students.
{"title":"Research on The Integrated Education Adaptability of Visually Impaired Students—A Study on Binzhou Medical University from China","authors":"None ZhouBo, Kway Eng Hock","doi":"10.57142/inclusion.v2i1.26","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.26","url":null,"abstract":"The education of visually impaired students in China has also gone through a developmental stage from \"segregated education\" to \"special education\" and then to \"integrated education\". In this paper, we take the visually impaired students at Binzhou Medical College, the first university in China to provide higher education for the disabled, as the research object. The study was carried out to investigate the adaptability of visually impaired students, using various research methods such as literature review method, questionnaire method and case study method, we investigated and researched the adaptation of visually impaired students to integrated education from several aspects such as quality of life, social support, mental health level, self-esteem and self-efficacy study. Finally, the study proposed several countermeasures and suggestions, such as attaching importance to the physical and psychological rehabilitation of visually impaired students, emphasising the integration of education and rehabilitation, strengthening the training of professional teachers for visually impaired students, emphasising the complementarity between schools and professions, and improving the employment support service system for visually impaired students, which are of great significance in promoting the development of the cause of integrated education for visually impaired students and improving the adaptability of integrated education for visually impaired students.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.57142/inclusion.v2i1.30
Suhaila Mohamad
This preliminary study aims to explore the perspectives towards inclusion in performing arts programs for learners with Special Educational Needs (SEN), identify the barriers and challenges they faced in accessing and participating in performing arts program in the community, identify best practices for promoting inclusion and to develop strategies and recommendations for making performing arts programs more inclusive and accessible in the Malaysian context. Triangulation method was utilised to ensure the validity and reliability of the data collected from 82 participants, namely from online survey, individual interviews, focus group discussions (FGDs) and document analysis. Qualitative methods were employed to analyse the data and gain insights into the attitudes and perceptions of the community towards inclusion in the performing arts programs. Although the findings revealed that most of the community members believe that learners with SEN are adequately supported, there are still significant barriers to inclusion, such as lack of programs and resources, lack of awareness and understanding of the potential of learners of SEN. This preliminary study also provides unique perspectives on the challenges and opportunities for inclusive practices that can consequently contribute to advancing the field of study in special education.
{"title":"Exploring the Community Perspectives on Promoting Inclusion in Performing Arts for Learners with Special Educational Needs: A Preliminary Study","authors":"Suhaila Mohamad","doi":"10.57142/inclusion.v2i1.30","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.30","url":null,"abstract":"This preliminary study aims to explore the perspectives towards inclusion in performing arts programs for learners with Special Educational Needs (SEN), identify the barriers and challenges they faced in accessing and participating in performing arts program in the community, identify best practices for promoting inclusion and to develop strategies and recommendations for making performing arts programs more inclusive and accessible in the Malaysian context. Triangulation method was utilised to ensure the validity and reliability of the data collected from 82 participants, namely from online survey, individual interviews, focus group discussions (FGDs) and document analysis. Qualitative methods were employed to analyse the data and gain insights into the attitudes and perceptions of the community towards inclusion in the performing arts programs. Although the findings revealed that most of the community members believe that learners with SEN are adequately supported, there are still significant barriers to inclusion, such as lack of programs and resources, lack of awareness and understanding of the potential of learners of SEN. This preliminary study also provides unique perspectives on the challenges and opportunities for inclusive practices that can consequently contribute to advancing the field of study in special education.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"311 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/13603116.2023.2274110
Harry Daniels, Ian Thompson, Hilary Emery
{"title":"Difference and school exclusion in a time of COVID-19","authors":"Harry Daniels, Ian Thompson, Hilary Emery","doi":"10.1080/13603116.2023.2274110","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274110","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"47 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/13603116.2023.2274107
Thomas Thyrring Engsig, Christopher J. Johnstone, Matthew J. Schuelka
ABSTRACTThis article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large-scale assessment, particularly in regard to educational inclusion and diversity. Large-scale assessment regimes at once delimit the imaginary of inclusion and actively promote segregation and ability-based tracking, but at the same time represent a space for conceptual inclusion in educational achievement. Given these complexities, we provide policy scenarios on assessments in a post-pandemic world that could hold the potential of transcending the paradoxes presented by the alignment of the elitist educational agendas of assessments on the one hand, and the agenda of inclusion on the other hand. To do so, we chronicle this recent history and then evaluate four future scenarios for the two countries through the lens of educational values and complex systems theory.KEYWORDS: COVID-19standardised testsU.SDenmarkinclusioneducational values Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas Thyrring EngsigThomas Thyrring Engsig is associate professor and head of Research Centre on Inclusion and Exclusion in Pedagogy and Education.Christopher J. JohnstoneChristopher J. Johnstone is associate professor and Director of Graduate Studies for the Department of Organizational Leadership, Policy, and Development.Matthew J. SchuelkaMatthew J. Schuelka is a lecturer in the Department of Organizational Leadership, Policy, and Development; and Founder and CEO of Fora Education.
摘要本文追溯了美国和丹麦这两个国家因COVID-19大流行而停止大规模评估的过程。这两个国家在大规模评估和包容不同学生方面有着复杂的历史，因此被迫在2020年调整考试议程。本文旨在探讨丹麦和美国在大规模评估方面，特别是在教育包容性和多样性方面可以采取的不同和趋同的途径。大规模的评估制度既界定了包容性的想象，积极促进了隔离和基于能力的跟踪，但同时也为教育成就的概念包容性提供了空间。鉴于这些复杂性，我们提出了大流行后世界评估的政策设想，这些设想有可能超越精英教育评估议程与包容议程相一致所带来的悖论。为此，我们将这段近期历史编年史，然后通过教育价值观和复杂系统理论的视角评估两国的四种未来情景。关键词:新冠肺炎标准化检测;披露声明作者未报告潜在的利益冲突。作者简介:thomas Thyrring Engsig，副教授，教育学与教育包容与排斥研究中心主任。Christopher J. Johnstone，组织领导、政策与发展系副教授兼研究生院主任。Matthew J. Schuelka是组织领导、政策和发展系的讲师;也是论坛教育的创始人兼首席执行官。
{"title":"Creating inclusive educational spaces: assessing assessment in a post-pandemic world","authors":"Thomas Thyrring Engsig, Christopher J. Johnstone, Matthew J. Schuelka","doi":"10.1080/13603116.2023.2274107","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274107","url":null,"abstract":"ABSTRACTThis article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large-scale assessment, particularly in regard to educational inclusion and diversity. Large-scale assessment regimes at once delimit the imaginary of inclusion and actively promote segregation and ability-based tracking, but at the same time represent a space for conceptual inclusion in educational achievement. Given these complexities, we provide policy scenarios on assessments in a post-pandemic world that could hold the potential of transcending the paradoxes presented by the alignment of the elitist educational agendas of assessments on the one hand, and the agenda of inclusion on the other hand. To do so, we chronicle this recent history and then evaluate four future scenarios for the two countries through the lens of educational values and complex systems theory.KEYWORDS: COVID-19standardised testsU.SDenmarkinclusioneducational values Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas Thyrring EngsigThomas Thyrring Engsig is associate professor and head of Research Centre on Inclusion and Exclusion in Pedagogy and Education.Christopher J. JohnstoneChristopher J. Johnstone is associate professor and Director of Graduate Studies for the Department of Organizational Leadership, Policy, and Development.Matthew J. SchuelkaMatthew J. Schuelka is a lecturer in the Department of Organizational Leadership, Policy, and Development; and Founder and CEO of Fora Education.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"39 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/13603116.2023.2274113
Cedric Steinert, Susanne Jurkowski
Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different disciplines can potentially bring multiple perspectives to classroom instruction. In an experimental pretest-posttest-design, this study investigates the effects of two co-teaching formats. Participants were 124 student teachers enrolled in primary education at a university in Germany. Dependent variables were student teachers’ knowledge about teaching in inclusive classes and attitudes towards inclusion of children with emotional and behavioral difficulties. Co-teaching was given by a university lecturer for special education and a university lecturer for general school pedagogy. The two co-teaching formats differed in the spacing of co-teaching units with continiuos co-teaching over the entire course of the semester and intermittent co-teaching at single points in time. Analyses revealed no differences between the conditions in student teachers’ knowledge about teaching in inclusive classes. However, student teachers in the condition with continious co-teaching reported more positive attitudes towards the inclusion of children with emotional and behavioral difficulties.
{"title":"Preparing student teachers for inclusive classes: the effects of co-teaching in higher education on students’ knowledge and attitudes about inclusion","authors":"Cedric Steinert, Susanne Jurkowski","doi":"10.1080/13603116.2023.2274113","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274113","url":null,"abstract":"Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different disciplines can potentially bring multiple perspectives to classroom instruction. In an experimental pretest-posttest-design, this study investigates the effects of two co-teaching formats. Participants were 124 student teachers enrolled in primary education at a university in Germany. Dependent variables were student teachers’ knowledge about teaching in inclusive classes and attitudes towards inclusion of children with emotional and behavioral difficulties. Co-teaching was given by a university lecturer for special education and a university lecturer for general school pedagogy. The two co-teaching formats differed in the spacing of co-teaching units with continiuos co-teaching over the entire course of the semester and intermittent co-teaching at single points in time. Analyses revealed no differences between the conditions in student teachers’ knowledge about teaching in inclusive classes. However, student teachers in the condition with continious co-teaching reported more positive attitudes towards the inclusion of children with emotional and behavioral difficulties.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1080/13603116.2023.2274114
Felicitas Acosta
{"title":"Between expansion and segmentation: revisiting old and new disparities in secondary education in Latin America","authors":"Felicitas Acosta","doi":"10.1080/13603116.2023.2274114","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274114","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/13603116.2023.2266718
Lorenzo Vigevano, Paola Mattei
ABSTRACTThe lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.KEYWORDS: Education policyinclusionCOVID-19schoolsdistance learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLorenzo VigevanoLorenzo Vigevano is a policy analyst at Ismeri Europa. His primary research areas are educational policy evaluation, European policy evaluation, and educational assessment.Paola MatteiPaola Mattei is Full Professor of Public policy and political sciences at Department of Social and Political Sciences, University of Milan. Her academic interests concern comparative education policy, public policy, and educational assessment.
{"title":"The challenges of distance learning in Italy: new inequalities and implications for inclusive education","authors":"Lorenzo Vigevano, Paola Mattei","doi":"10.1080/13603116.2023.2266718","DOIUrl":"https://doi.org/10.1080/13603116.2023.2266718","url":null,"abstract":"ABSTRACTThe lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.KEYWORDS: Education policyinclusionCOVID-19schoolsdistance learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLorenzo VigevanoLorenzo Vigevano is a policy analyst at Ismeri Europa. His primary research areas are educational policy evaluation, European policy evaluation, and educational assessment.Paola MatteiPaola Mattei is Full Professor of Public policy and political sciences at Department of Social and Political Sciences, University of Milan. Her academic interests concern comparative education policy, public policy, and educational assessment.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTIn the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Through intersectionality analysis of a household survey, our study explores how students’ multiple identities impact their designation as IPP. Our analysis indicated that schools tend to place Black male/female students from non-immigrant households with low socioeconomic backgrounds in IPP programmes making students with these multiple identities the most vulnerable. We argue for an intersectionality framework to address this challenge and inform the implementation of the current Nova Scotia inclusive education policy.KEYWORDS: Black Canadiansspecial placementintersectionalityNova Scotia education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada.Notes on contributorsGeorge FrempongGeorge Frempong is the inaugural Director of Research at the Delmore ‘Buddy’ Daye Learning Institute (DBDLI). He has over three decades of research and teaching experiences advancing knowledge in inclusive education policies and implementation.Raavee KadamRaavee Kadam is a Deveau/DBDLI Postdoctoral Fellow at Saint Mary's University and undertakes research that informs policymakers, educators, parents and the community on how to best improve educational opportunities and outcomes for Nova Scotian learners of African descent.Joyline MakaniJoyline Makani is an Assistant Professor and Management & Economics Librarian at Dalhousie University. Her current research activities sit at the intersection of information science, data management, knowledge management, collaboration, entrepreneurship and innovation.Michelle McPhersonMichelle McPherson is a former Science Atlantic's Program and Membership Support Officer.Nyasha MandeyaNyasha Mandeya is a former student at Dalhousie University.Timi IdrisTimi Idris worked as the Research Project Manager at the Delmore ‘Buddy’ Daye Learning Institute and is currently the Manager of the Promoting Leadership in Health for African Nova Scotians (PLANS) program at Dalhousie University.
在加拿大新斯科舍省的教育系统中，个性化课程计划(IPP)旨在为公立学校课程成果不适用或无法实现的学生提供支持。学校也可以根据学生的行为安排他们参加IPP项目。对于少数民族学生，特别是黑人学生，评估报告表明他们在这些课程中的比例过高，因此需要进行这项研究。通过一项家庭调查的交叉性分析，我们的研究探讨了学生的多重身份如何影响他们被指定为IPP。我们的分析表明，学校倾向于将来自低社会经济背景的非移民家庭的黑人男女学生安置在IPP项目中，这使得具有这些多重身份的学生最容易受到伤害。我们主张一个交叉性框架来应对这一挑战，并为当前新斯科舍省全纳教育政策的实施提供信息。关键词:加拿大黑人特殊安置交叉性新斯科舍省教育披露声明作者未报告潜在的利益冲突。本研究得到了加拿大社会科学与人文研究理事会的支持。作者george Frempong是Delmore Buddy Daye Learning Institute (DBDLI)的首任研究部主任。他拥有超过三十年的研究和教学经验，致力于推进全纳教育政策和实施方面的知识。Raavee KadamRaavee Kadam是圣玛丽大学的Deveau/DBDLI博士后研究员，从事研究，为政策制定者、教育工作者、家长和社区提供有关如何最好地改善新斯科舍省非洲裔学习者的教育机会和成果的信息。Joyline Makani是达尔豪斯大学的助理教授和管理与经济学图书馆员。她目前的研究活动是信息科学、数据管理、知识管理、协作、创业和创新的交叉领域。米歇尔·麦克弗森(Michelle McPherson)是《科学大西洋》杂志的前项目和会员支持官员。anyasha Mandeya是达尔豪斯大学的前学生。Timi Idris曾担任Delmore“Buddy”Daye学习学院的研究项目经理，目前是达尔豪斯大学促进非洲新斯科舍省健康领导力(PLANS)项目的经理。
{"title":"Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP): intersectionality analysis and findings from a household survey","authors":"George Frempong, Raavee Kadam, Joyline Makani, Michelle McPherson, Nyasha Mandeya, Timi Idris","doi":"10.1080/13603116.2023.2263014","DOIUrl":"https://doi.org/10.1080/13603116.2023.2263014","url":null,"abstract":"ABSTRACTIn the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Through intersectionality analysis of a household survey, our study explores how students’ multiple identities impact their designation as IPP. Our analysis indicated that schools tend to place Black male/female students from non-immigrant households with low socioeconomic backgrounds in IPP programmes making students with these multiple identities the most vulnerable. We argue for an intersectionality framework to address this challenge and inform the implementation of the current Nova Scotia inclusive education policy.KEYWORDS: Black Canadiansspecial placementintersectionalityNova Scotia education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada.Notes on contributorsGeorge FrempongGeorge Frempong is the inaugural Director of Research at the Delmore ‘Buddy’ Daye Learning Institute (DBDLI). He has over three decades of research and teaching experiences advancing knowledge in inclusive education policies and implementation.Raavee KadamRaavee Kadam is a Deveau/DBDLI Postdoctoral Fellow at Saint Mary's University and undertakes research that informs policymakers, educators, parents and the community on how to best improve educational opportunities and outcomes for Nova Scotian learners of African descent.Joyline MakaniJoyline Makani is an Assistant Professor and Management & Economics Librarian at Dalhousie University. Her current research activities sit at the intersection of information science, data management, knowledge management, collaboration, entrepreneurship and innovation.Michelle McPhersonMichelle McPherson is a former Science Atlantic's Program and Membership Support Officer.Nyasha MandeyaNyasha Mandeya is a former student at Dalhousie University.Timi IdrisTimi Idris worked as the Research Project Manager at the Delmore ‘Buddy’ Daye Learning Institute and is currently the Manager of the Promoting Leadership in Health for African Nova Scotians (PLANS) program at Dalhousie University.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/13603116.2023.2266445
Tali Aderet-German
ABSTRACTThis paper examines how Israeli integration and inclusion educational policies, and their associated assessment policies, might shape definitions of ‘the other’ and of those to be proactively included in mainstream education. Guided by critical policy analysis, this study adopts a comparative lens of the historical and the contemporary, comparing past and current national policy addressing diversity and how these policies address assessment. Drawing on interviews with teachers and principals from Israeli schools and on current and past educational policy documents, the study explores how the other is constructed within the context of two policies in two different eras. Analysis suggests that both policies have had a unidimensional view of their target students as the other, which was part of a group intended for inclusion. The intersectional perspective that teachers and principals had of their students and their efforts to personalise their educational response to attend to students’ individual needs attempted to bridge this unidimensional approach in practice, with varying success. Assessment practices and other aspects of the inclusion/integration policies analysed seemed to reinforce preexisting inequalities among students with different needs and from different socioeconomic backgrounds, further segregating the groups.KEYWORDS: Inclusive educationcritical policy analysisotheringdiversityassessment policyinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTali Aderet-GermanTali Aderet-German is an independent consultant, researcher and evaluator. She also serves as a part-time lecturer at Ben-Gurion University of the Negev's Specialization for School Evaluation Coordinators. Dr. Aderet-German has held postdoctoral positions at Ben-Gurion University and Aalborg University studying the intersection between policy and practice. With expertise in qualitative and mixed methods research, she has collaborated with diverse organisations, including NGOs and companies in healthcare, research and business sectors, as well as the Israeli Ministry of Education. Her PhD, carried out at the University of Haifa, focused on Educational Evaluation.
摘要本文探讨了以色列的融合和包容教育政策，以及与之相关的评估政策，如何塑造“他者”的定义，以及那些将被积极纳入主流教育的定义。在批判性政策分析的指导下，本研究采用了历史和当代的比较视角，比较了过去和现在解决多样性问题的国家政策以及这些政策如何解决评估问题。通过对以色列学校教师和校长的采访，以及当前和过去的教育政策文件，本研究探讨了如何在两个不同时代的两项政策背景下构建另一个。分析表明，这两项政策都有一个单一的观点，即他们的目标学生是另一个群体的一部分，旨在包容。教师和校长对学生的交叉视角，以及他们为满足学生的个性化需求而做出的个性化教育反应，试图在实践中弥合这种单一的方法，并取得了不同程度的成功。所分析的评估做法和包容/融合政策的其他方面似乎加强了具有不同需求和来自不同社会经济背景的学生之间先前存在的不平等，进一步隔离了群体。关键词:全纳教育关键政策分析其他多样性评估政策包容披露声明作者未报告潜在的利益冲突。tali Aderet-German是一名独立顾问、研究员和评估者。她还担任内盖夫本古里安大学学校评估协调员专业的兼职讲师。Aderet-German博士曾在本-古里安大学和奥尔堡大学担任博士后，研究政策与实践的交集。凭借在定性和混合方法研究方面的专业知识，她与各种组织合作，包括非政府组织和医疗保健、研究和商业部门的公司，以及以色列教育部。她在海法大学(University of Haifa)攻读博士学位，研究方向是教育评估。
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Pub Date : 2023-10-10DOI: 10.1080/13603116.2023.2266722
Maribel Garcia-Gracia, Ona Valls
ABSTRACTThis article aims to provide knowledge on the effects of the social composition of schools and the mediating effect of emotional engagement on school absenteeism, from a comparative perspective and using a multilevel methodology. The comparative dimension of the analyses allows us to study whether there is a school effect on absenteeism and whether this differs according to organisational structures. For this purpose, three cities with three different models were considered. Data from the International Study of City Youth (ISCY) were used. Data were collected in three cities Barcelona (Spain), Ghent (Belgium) and Bergen (Norway), with a total sample of N = 6557 pupils in 82 schools. The results show, first, that absenteeism varies between cities and schools according to the model of school organisation. They also revealed the importance of instrumental and expressive student identification as prevention of absenteeism at the individual level. Finally, results reported that a high emotional engagement of pupils can contribute to reducing the effect of the social composition of the school on absenteeism.KEYWORDS: School absenteeismmultilevel analysisemotional engagementeducational systemsschool tracking AcknowledgementsStudy funded under the Plan Nacional I+D (reference CSO2016- 79945-P) as part of an international research project comparing the educational and employment trajectories of young people (www.iscy.org). We are grateful for the support of the Consorci d'Educació de Barcelona and the Consell Superior d'Evaluació del Sistema Educatiu de Catalunya, without whom this research would not have been possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMaribel Garcia-GraciaMaribel Garcia-Gràcia is professor in the Department of Sociology at the Autonomous University of Barcelona. Her research is carried out within de framework of GRET, a research group in the Department of Sociology, of which she has been a member since 1991. She focuses her research on the impact of social inequalities on post-compulsory transitions, the phenomena of school dropout and absenteeism, and second chance programmes.Ona VallsOna Valls is a postdoctoral researcher at the Centre for Childhood and Youth Research at the University of Luxembourg. Her research interests focus on educational inequalities, educational and employment trajectories, school-to-work transitions, life course studies, and quantitative methods.
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