Pub Date : 2023-10-09DOI: 10.1080/13603116.2023.2266700
Youjin Ruan, Baocun Liu, Tengteng Zhuang
ABSTRACTThis article addresses the policy intents regarding inclusive education in the Chinese basic education sector, prestigious school principals’ and teachers’ understanding of inclusion, and their current enactment of inclusion in delivering education. Through document analysis and semi-structured interviews, we find that inclusion in China can be understood in two broad categories. One concerns even development and equal access to educational opportunities between regions of different economic development, while the other concerns equal rights and educational opportunities between students with special educational needs and students in regular classrooms. In terms of enactment, the teachers and principals at the prestigious schools sampled focus on different issues to those highlighted in policy documents. Inclusion is often discussed in relation to competition, quality, and outcomes in the schools, rather than access to education and the learning process. When it comes to inclusion criteria, prestigious schools substantively exert their influence to exclude certain students, due to their self-image of excellence. However, based on the ideology of human capital theory, excellence and equity are not seen as incompatible goals in the Chinese educational system.KEYWORDS: Inclusionassessmentequityexcellenceurban China Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 Quanna means ‘all included’ in Chinese.2 Ronghe means ‘to integrate, to merge, to mix’ in Chinese.3 It should be mentioned that the term abnormal is generally considered insulting, hurtful, or offensive. However, the interview transcript presents an accurate rendition of what was said.Additional informationFundingThis work was supported by the research project Education Access under the Reign of Testing and Inclusion (PI Christian Ydesen) funded by a Sapere Aude grant from the Independent Research Fund Denmark (Danmarks Frie Forskningsfond) under Grant no. 8047-00063B].Notes on contributorsYoujin RuanDr. Youjin Ruan is currently a teaching assistant at the Department of Culture and Learning, Aalborg University. Her main research interests are policy and practice around educational assessment and inclusive education, comparative education, learner-centred pedagogical design.Baocun LiuDr. Baocun Liu is a professor of comparative education and the director of the Institute of International and Comparative Education at Beijing Normal University. He also serves as the president of the China Comparative Education Society. He has been involved in a wide range of national and international research and consultancy projects and has published more than 300 journal papers and 20 books.Tengteng ZhuangDr. Tengteng Zhuang is currently an assistant professor affiliated with Institute of Higher Education, Faculty of Education, Beijng Normal University. He works on comparative education, higher education, and education policies. He has published more than 30 S
{"title":"Policy intents and the enactment of inclusion in prestigious schools in urban China: can equity and excellence coexist?","authors":"Youjin Ruan, Baocun Liu, Tengteng Zhuang","doi":"10.1080/13603116.2023.2266700","DOIUrl":"https://doi.org/10.1080/13603116.2023.2266700","url":null,"abstract":"ABSTRACTThis article addresses the policy intents regarding inclusive education in the Chinese basic education sector, prestigious school principals’ and teachers’ understanding of inclusion, and their current enactment of inclusion in delivering education. Through document analysis and semi-structured interviews, we find that inclusion in China can be understood in two broad categories. One concerns even development and equal access to educational opportunities between regions of different economic development, while the other concerns equal rights and educational opportunities between students with special educational needs and students in regular classrooms. In terms of enactment, the teachers and principals at the prestigious schools sampled focus on different issues to those highlighted in policy documents. Inclusion is often discussed in relation to competition, quality, and outcomes in the schools, rather than access to education and the learning process. When it comes to inclusion criteria, prestigious schools substantively exert their influence to exclude certain students, due to their self-image of excellence. However, based on the ideology of human capital theory, excellence and equity are not seen as incompatible goals in the Chinese educational system.KEYWORDS: Inclusionassessmentequityexcellenceurban China Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 Quanna means ‘all included’ in Chinese.2 Ronghe means ‘to integrate, to merge, to mix’ in Chinese.3 It should be mentioned that the term abnormal is generally considered insulting, hurtful, or offensive. However, the interview transcript presents an accurate rendition of what was said.Additional informationFundingThis work was supported by the research project Education Access under the Reign of Testing and Inclusion (PI Christian Ydesen) funded by a Sapere Aude grant from the Independent Research Fund Denmark (Danmarks Frie Forskningsfond) under Grant no. 8047-00063B].Notes on contributorsYoujin RuanDr. Youjin Ruan is currently a teaching assistant at the Department of Culture and Learning, Aalborg University. Her main research interests are policy and practice around educational assessment and inclusive education, comparative education, learner-centred pedagogical design.Baocun LiuDr. Baocun Liu is a professor of comparative education and the director of the Institute of International and Comparative Education at Beijing Normal University. He also serves as the president of the China Comparative Education Society. He has been involved in a wide range of national and international research and consultancy projects and has published more than 300 journal papers and 20 books.Tengteng ZhuangDr. Tengteng Zhuang is currently an assistant professor affiliated with Institute of Higher Education, Faculty of Education, Beijng Normal University. He works on comparative education, higher education, and education policies. He has published more than 30 S","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095998","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}
A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. Empirical data was collected through semi-structured interviews with six students with BLV in Australian mainstream secondary schools. The interviews were analysed to determine the factors that influenced equitable access and participation. The analysis uncovered a number of themes, including access to curriculum materials, support from classroom teachers, support from specialist educators and familiarity with, and use of assistive technologies. The results of this study demonstrated that more professional development is needed for teachers and other stakeholders to prepare students with BLV to participate in learning ‘on the same basis’ as their peers without disability.
{"title":"Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools","authors":"Melissa Fanshawe, Georgina Barton, Monique Mandarakas, Melissa Cain, Nicole Todd","doi":"10.1080/13603116.2023.2265915","DOIUrl":"https://doi.org/10.1080/13603116.2023.2265915","url":null,"abstract":"A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. Empirical data was collected through semi-structured interviews with six students with BLV in Australian mainstream secondary schools. The interviews were analysed to determine the factors that influenced equitable access and participation. The analysis uncovered a number of themes, including access to curriculum materials, support from classroom teachers, support from specialist educators and familiarity with, and use of assistive technologies. The results of this study demonstrated that more professional development is needed for teachers and other stakeholders to prepare students with BLV to participate in learning ‘on the same basis’ as their peers without disability.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093859","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 : 2023-10-08DOI: 10.1080/13603116.2023.2263008
Huda A. Almumen, Sharon L. Raimondi, Lawrence J. Maheady
ABSTRACTThe present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A–B–BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students’ daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed.KEYWORDS: Numbered heads togetherincentivescooperative learningteacher questionsEnglish as a second language AcknowledgmentsResearchers did not receive any funds to conduct this research. This research study is original. It was neither derived from a dissertation, nor a thesis work. Additionally, researchers have no known conflict to disclose.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHuda A. AlmumenHuda A. Almumen, Ph.D is Associate Professor of Special Education, at Curriculum and Instruction Department, College of Education, Kuwait University.Sharon L. RaimondiSharon L. Raimondi, Ph.D is a Professor of Special Education, in the Exceptional Education Department at SUNY Buffalo State College, and Director of the Joint Doctoral Program in Special Education of State University of New York at Buffalo (with Buffalo State College).Lawrence J. MaheadyLawrence J. Maheady, Ph.D is Distinguished Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State College.
摘要本研究考察了合作学习策略“数人头”的两种变化对24名科威特二年级男生学习成绩的影响。使用预实验，a - b - bc单案例研究设计，研究人员发现(a)两种NHT版本在提高学生的日常ESL测验成绩方面比举手(HR)更有效;(二)奖励措施的加入进一步改善了学生在新环境下的测试成绩;(c)班主任报告说干预措施是有效的，并为社会所接受。讨论了对未来研究和实践的启示。关键词:人头同数激励合作学习教师问题英语作为第二语言致谢研究人员没有收到任何资金来进行这项研究。这项研究是原创的。它既不是源自论文，也不是论文作品。此外，研究人员没有已知的冲突要披露。披露声明作者未报告潜在的利益冲突。shuda A. Almumen，博士，科威特大学教育学院课程与教学系特殊教育副教授。Sharon L. Raimondi博士是纽约州立大学布法罗州立学院特殊教育系的特殊教育教授，也是纽约州立大学布法罗分校(与布法罗州立学院)特殊教育联合博士课程的主任。Lawrence J. Maheady博士是纽约州立大学布法罗州立学院杰出教授和杰出教育系主任。
{"title":"The effects of numbered heads together with and without incentives on the ESL quiz performance of second-grade students in a Kuwaiti inclusive classroom","authors":"Huda A. Almumen, Sharon L. Raimondi, Lawrence J. Maheady","doi":"10.1080/13603116.2023.2263008","DOIUrl":"https://doi.org/10.1080/13603116.2023.2263008","url":null,"abstract":"ABSTRACTThe present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A–B–BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students’ daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed.KEYWORDS: Numbered heads togetherincentivescooperative learningteacher questionsEnglish as a second language AcknowledgmentsResearchers did not receive any funds to conduct this research. This research study is original. It was neither derived from a dissertation, nor a thesis work. Additionally, researchers have no known conflict to disclose.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHuda A. AlmumenHuda A. Almumen, Ph.D is Associate Professor of Special Education, at Curriculum and Instruction Department, College of Education, Kuwait University.Sharon L. RaimondiSharon L. Raimondi, Ph.D is a Professor of Special Education, in the Exceptional Education Department at SUNY Buffalo State College, and Director of the Joint Doctoral Program in Special Education of State University of New York at Buffalo (with Buffalo State College).Lawrence J. MaheadyLawrence J. Maheady, Ph.D is Distinguished Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State College.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251010","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 : 2023-10-06DOI: 10.1080/13603116.2023.2264855
Evan Charles, Jamie Metsala, Jacqueline Specht
ABSTRACTThis study investigated how pre-service teachers’ self-efficacy for teaching within inclusive classrooms changes over the course of their teacher education programme, what factors predict levels of self-efficacy, and what factors contribute to gains in self-efficacy. Two hundred and twenty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire (BLTQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) at two points in time: at the onset of their first course on inclusive education, and again approximately one year later. The results of this study showed that participants with a higher number of weeks on practicum experienced growth across all three factors of self-efficacy measured by the TEIP. Additionally, participants who held more pro-inclusion beliefs experienced more gains in self-efficacy in their abilities to use inclusive instruction and manage student behaviour in the classroom. The grades participants were preparing to teach (elementary or secondary) and their amount of experience with diverse populations predicted initial self-efficacy, however these factors were mostly not associated with gains in self-efficacy. Implications for practice and research are discussed.KEYWORDS: Teacher self-efficacy; pre-service teachers; inclusive education; teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was funded by an Insight Grant from the Social Sciences and Humanities Research Council of Canada [435-2015-0128].Notes on contributorsEvan CharlesEvan Charles is a Ph.D. candidate in the School and Applied Child Psychology at Western University. His research focuses on the development of self-efficacy for teaching within inclusive classrooms in pre-service teachers.Jamie MetsalaDr. Jamie Metsala is a Professor and the Gail and Stephen Jarislowsky Chair in Learning Disabilities in the Faculty of Education at Mount Saint Vincent University. Her research focuses on reading acquisition, disabilities, and instruction, and teacher preparation for inclusive education.Jacqueline SpechtDr. Jacqueline Specht is a Professor and Director of the Canadian Research Centre on Inclusive Education in the Faculty of Education, Western University. Her research expertise is in inclusive education, teacher development, and psychosocial aspects of individuals with disabilities.
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Pub Date : 2023-10-06DOI: 10.1080/13603116.2023.2266723
Ezequiel Gomez-Caride
ABSTRACTThe COVID-19 pandemic unveiled not only pre-existing educational inequalities but also introduced a new educational identity: the “disconnected student.” In Argentina, this previously unrecognized student became the focal point of numerous public policies throughout the pandemic. While studies have addressed issues like unequal access to broadband, learning loss, attendance crises, and the effects of school closures on students with disabilities, the digital divide alone cannot fully elucidate the emergence of this marginalized student. This paper conducts a discourse analysis encompassing (a) educational policy documents and curricular guidelines from 2020–2021, (b) educational programs targeting disconnected students, and (c) interviews with teachers and principals from low-income secondary schools. The aim is to comprehend the intricate and sometimes conflicting elements contributing to the emergence of the disconnected student. By scrutinizing various narratives surrounding the disconnected student, we explore how different perspectives shape those on the educational periphery. The study highlights the roles of various categories, some fostering educational opportunities while others exacerbating exclusion. It also reveals diverse narratives about the disconnected student: international organizations tend to emphasize technological aspects, while low-income schools often use the engagement/disengagement dichotomy to characterize this new educational identity.KEYWORDS: Educational identityCOVID-19disconnected studenteducabilityconnectivity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The total number of days without in-person classes refers to the total number of days of school closure between 3 November 2020 and 31 December 2021. The number of days specified does not include partial closures, vacations, or weekends.2 Zoombombing is the intrusion of strangers in video conferences.3 The CFE is an institution that includes the ministers of education of all the Argentinean provinces.4 All translations are the authors´ unless stated otherwise5 For more details, see https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.6 For more details, see https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.Additional informationFundingThis work was supported by Aalborg Universitet.Notes on contributorsEzequiel Gomez-CarideEzequiel Gomez Caride is an academic affiliated with the University of San Andrés. He holds a Doctorate in Curriculum and Instruction from the University of Wisconsin-Madison, along with a Bachelor's degree in Educational Sciences, a teaching qualification in Educational Sciences, and a Primary Education degree from the Pontifical Catholic University of Argentina. He has been recognized with prestigious scholarships, including the Fulbright postgraduate scholarship and the Weinstein Distinguished Fellowship from the Jewish Center at the University of Wisconsin-Madiso
摘要2019冠状病毒病大流行不仅揭示了先前存在的教育不平等，还引入了一种新的教育身份:“脱节的学生”。在阿根廷，这位以前未被认识的学生在疫情期间成为众多公共政策的焦点。虽然研究已经解决了诸如宽带接入不平等、学习损失、出勤危机以及学校关闭对残疾学生的影响等问题，但仅凭数字鸿沟并不能完全解释这些边缘化学生的出现。本文进行了一项话语分析，包括(a) 2020-2021年的教育政策文件和课程指南，(b)针对贫困学生的教育计划，以及(c)对低收入中学教师和校长的采访。目的是理解导致脱节学生出现的复杂的，有时是相互矛盾的因素。通过仔细研究与外界脱节的学生的各种叙事，我们探索了不同的视角如何塑造教育外围的学生。该研究强调了不同类别的作用，一些类别促进了教育机会，而另一些类别则加剧了排斥。它还揭示了关于脱节学生的不同叙述:国际组织倾向于强调技术方面，而低收入学校经常使用参与/脱离二分法来描述这种新的教育身份。关键词:教育身份covid -19断网学生受教育能力连通性披露声明作者未报告潜在的利益冲突。注1不亲自上课的总日数指由2020年11月3日至2021年12月31日期间学校关闭的总日数。指定的天数不包括部分关闭、假期或周末Zoombombing是指在视频会议中陌生人的入侵CFE是一个包括阿根廷所有省的教育部长在内的机构所有的翻译都是作者的，除非另有说明。5了解更多细节，请参见https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.6。更多细节，请参见https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.Additional。作者简介:塞奎埃尔·戈麦斯-卡里德塞奎埃尔·戈麦斯·卡里德是圣安德烈亚斯大学的一名学者。他持有the University of Wisconsin-Madison课程与教学博士学位，以及the Pontifical Catholic University of Argentina的教育科学学士学位、教育科学教学资格和初等教育学位。他曾获得多项著名奖学金，包括富布赖特研究生奖学金和威斯康星大学麦迪逊分校犹太中心的温斯坦杰出奖学金。目前，他是圣安德烈亚斯大学教育学院的全职教授。他还是《教育政策分析档案》(EPAA)杂志拉丁美洲的协调编辑。他的研究兴趣涵盖了教育的各个方面，包括教师身份，杰出教育家，全球教育改革和宗教话语，所有这些都为更广泛的全纳教育话语做出了贡献。
{"title":"COVID-19 and the emergence of the disconnected student in the Global South","authors":"Ezequiel Gomez-Caride","doi":"10.1080/13603116.2023.2266723","DOIUrl":"https://doi.org/10.1080/13603116.2023.2266723","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic unveiled not only pre-existing educational inequalities but also introduced a new educational identity: the “disconnected student.” In Argentina, this previously unrecognized student became the focal point of numerous public policies throughout the pandemic. While studies have addressed issues like unequal access to broadband, learning loss, attendance crises, and the effects of school closures on students with disabilities, the digital divide alone cannot fully elucidate the emergence of this marginalized student. This paper conducts a discourse analysis encompassing (a) educational policy documents and curricular guidelines from 2020–2021, (b) educational programs targeting disconnected students, and (c) interviews with teachers and principals from low-income secondary schools. The aim is to comprehend the intricate and sometimes conflicting elements contributing to the emergence of the disconnected student. By scrutinizing various narratives surrounding the disconnected student, we explore how different perspectives shape those on the educational periphery. The study highlights the roles of various categories, some fostering educational opportunities while others exacerbating exclusion. It also reveals diverse narratives about the disconnected student: international organizations tend to emphasize technological aspects, while low-income schools often use the engagement/disengagement dichotomy to characterize this new educational identity.KEYWORDS: Educational identityCOVID-19disconnected studenteducabilityconnectivity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The total number of days without in-person classes refers to the total number of days of school closure between 3 November 2020 and 31 December 2021. The number of days specified does not include partial closures, vacations, or weekends.2 Zoombombing is the intrusion of strangers in video conferences.3 The CFE is an institution that includes the ministers of education of all the Argentinean provinces.4 All translations are the authors´ unless stated otherwise5 For more details, see https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.6 For more details, see https://www.educ.ar/recursos/155238/plataforma-seguimos-educando.Additional informationFundingThis work was supported by Aalborg Universitet.Notes on contributorsEzequiel Gomez-CarideEzequiel Gomez Caride is an academic affiliated with the University of San Andrés. He holds a Doctorate in Curriculum and Instruction from the University of Wisconsin-Madison, along with a Bachelor's degree in Educational Sciences, a teaching qualification in Educational Sciences, and a Primary Education degree from the Pontifical Catholic University of Argentina. He has been recognized with prestigious scholarships, including the Fulbright postgraduate scholarship and the Weinstein Distinguished Fellowship from the Jewish Center at the University of Wisconsin-Madiso","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351496","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 : 2023-10-06DOI: 10.1080/13603116.2023.2264882
Jeanne M. Connelly, Angela Tuttle Prince, H. Emily Hayden
ABSTRACTChildren who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs and interrupts deficit narratives. We developed Humanising Pedagogy constructs for a content analysis of C/YAL: social inclusion, reciprocal relationships, agency and autonomy, assets and strengths, and creative problem-solving. Using six books, we also identified examples of social barriers and deficit narratives that impeded the main characters’ full inclusion. Additional humanising constructs were identified by completing multiple rounds of analysis: hope, empathy, belonging, and creativity. Recommendations for educators are included.KEYWORDS: Psycho-social differenceschildren’s literatureHumanising Pedagogyinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJeanne M. ConnellyJeanne Connelly is an Assistant Professor at Metropolitan State University at Denver, Colorado, teaching special education courses related to inclusion practices for children with social-emotional-behavioural differences. As a DisCrit scholar, her research focuses on the intersections of racism, ableism, and notions of goodness within schools.Angela Tuttle PrinceAngela Tuttle Prince is an Associate Professor of Special Education at Iowa State University’s School of Education, where she teaches undergraduate and graduate classes in special education. Her research foci include legal issues in special education, elementary students with behaviour disorders, and postsecondary transition for at-risk students and students with disabilities.H. Emily HaydenEmily Hayden is a Literacy Specialist at the Strategic Education Research Partnership. Her research expertise includes qualitative and mixed methods for improving teaching practices, literacy learning, and STEM literacy for ALL students. She has extensive experience in K-12 teaching and leadership and post-secondary teaching. Her research foci include reading comprehension and representation for students across the ability spectrum and across disciplines.
{"title":"Humanising portrayals of children with psycho-social differences in children’s and young adult literature","authors":"Jeanne M. Connelly, Angela Tuttle Prince, H. Emily Hayden","doi":"10.1080/13603116.2023.2264882","DOIUrl":"https://doi.org/10.1080/13603116.2023.2264882","url":null,"abstract":"ABSTRACTChildren who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs and interrupts deficit narratives. We developed Humanising Pedagogy constructs for a content analysis of C/YAL: social inclusion, reciprocal relationships, agency and autonomy, assets and strengths, and creative problem-solving. Using six books, we also identified examples of social barriers and deficit narratives that impeded the main characters’ full inclusion. Additional humanising constructs were identified by completing multiple rounds of analysis: hope, empathy, belonging, and creativity. Recommendations for educators are included.KEYWORDS: Psycho-social differenceschildren’s literatureHumanising Pedagogyinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJeanne M. ConnellyJeanne Connelly is an Assistant Professor at Metropolitan State University at Denver, Colorado, teaching special education courses related to inclusion practices for children with social-emotional-behavioural differences. As a DisCrit scholar, her research focuses on the intersections of racism, ableism, and notions of goodness within schools.Angela Tuttle PrinceAngela Tuttle Prince is an Associate Professor of Special Education at Iowa State University’s School of Education, where she teaches undergraduate and graduate classes in special education. Her research foci include legal issues in special education, elementary students with behaviour disorders, and postsecondary transition for at-risk students and students with disabilities.H. Emily HaydenEmily Hayden is a Literacy Specialist at the Strategic Education Research Partnership. Her research expertise includes qualitative and mixed methods for improving teaching practices, literacy learning, and STEM literacy for ALL students. She has extensive experience in K-12 teaching and leadership and post-secondary teaching. Her research foci include reading comprehension and representation for students across the ability spectrum and across disciplines.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351934","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 : 2023-10-06DOI: 10.1080/13603116.2023.2265947
Emine Gümüş, Hilal Buyukgoze
ABSTRACTFollowing the Syrian Civil War in 2011, more than 5.5 million people have fled Syria. As a neighbouring country, Türkiye has hosted nearly four million Syrian refugees, with children under 15 years old making up almost half of this population. Concomitantly, ensuring that these refugee students receive quality education and schooling has become both a priority and a challenge since then. The government in Türkiye has implemented a variety of education policies and accompanying regulations in response. Among other initiatives, an inclusive education programme for school principals was developed in cooperation with UNICEF-Türkiye, specifically tailored for the vulnerable, disabled, and refugee-background students, aiming to raise awareness and provide inclusive learning environments for all. In this study, we provide information about how this in-service training programme, rooted in principles of inclusion and integration, was designed and investigate the constraints and offerings of the programme from the perspectives of 24 participants including school administrators and programme designers. The findings of this study provide insight into the practices that promote inclusive leadership in school settings, taking into account contextual factors and realities. The limitations of the research are presented, and implications are discussed herein.KEYWORDS: Refugee educationeducational leadership programmein-service trainingleadership for social justiceTürkiye Disclosure statementNo potential conflict of interest was reported by the author(s).Data availabilityThe data are not publicly available due to the privacy of research participants.Additional informationNotes on contributorsEmine GümüşEmine Gümüş is an associate professor of Faculty of Education at Maltepe University, Turkey. She received her PhD in Educational Administration from Atatürk University, Turkey. Her research interests are focused on leadership, professional development of school principals and teachers, and multicultural education.Hilal BuyukgozeHilal Buyukgoze is a research assistant in Hacettepe University, Ankara Turkey. She completed her PhD in Educational Administration on leader and school mindfulness at Hacettepe University in 2021. Her research interests focus on school improvement, educational leadership, and education policies. She can be contacted at: buyukgoze@hacettepe.edu.tr.
2011年叙利亚内战后，超过550万人逃离叙利亚。作为邻国，土耳其接纳了近400万叙利亚难民，其中15岁以下的儿童几乎占了一半。同时，从那时起，确保这些难民学生接受优质教育和学校教育已成为一项优先事项和挑战。作为回应，缅甸政府实施了各种教育政策和相关法规。除其他倡议外，还与儿童基金会 rkiye合作制定了一项校长包容性教育方案，专门为弱势群体、残疾人和难民背景的学生量身定制，旨在提高认识并为所有人提供包容性学习环境。在这项研究中，我们提供了关于这个基于包容和整合原则的在职培训计划是如何设计的信息，并从包括学校管理人员和计划设计师在内的24名参与者的角度调查了该计划的限制和提供。本研究的结果为在学校环境中促进包容性领导的实践提供了见解，同时考虑到环境因素和现实。本文提出了研究的局限性，并讨论了研究的意义。关键词:难民教育教育领导方案在职培训社会正义领导能力披露声明作者未报告潜在的利益冲突。数据可用性由于研究参与者的隐私，数据不公开可用。作者简介:semine g m是土耳其马尔特佩大学教育学院的副教授。她在土耳其atatatrk大学获得教育管理博士学位。主要研究方向为领导能力、校长及教师专业发展、多元文化教育。Hilal Buyukgoze是土耳其安卡拉Hacettepe大学的研究助理。她于2021年在哈希特佩大学(Hacettepe University)完成了教育管理博士学位，研究方向是领导和学校正念。她的研究兴趣集中在学校改进、教育领导和教育政策。她的联系方式是:buyukgoze@hacettepe.edu.tr。
{"title":"Empowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programme","authors":"Emine Gümüş, Hilal Buyukgoze","doi":"10.1080/13603116.2023.2265947","DOIUrl":"https://doi.org/10.1080/13603116.2023.2265947","url":null,"abstract":"ABSTRACTFollowing the Syrian Civil War in 2011, more than 5.5 million people have fled Syria. As a neighbouring country, Türkiye has hosted nearly four million Syrian refugees, with children under 15 years old making up almost half of this population. Concomitantly, ensuring that these refugee students receive quality education and schooling has become both a priority and a challenge since then. The government in Türkiye has implemented a variety of education policies and accompanying regulations in response. Among other initiatives, an inclusive education programme for school principals was developed in cooperation with UNICEF-Türkiye, specifically tailored for the vulnerable, disabled, and refugee-background students, aiming to raise awareness and provide inclusive learning environments for all. In this study, we provide information about how this in-service training programme, rooted in principles of inclusion and integration, was designed and investigate the constraints and offerings of the programme from the perspectives of 24 participants including school administrators and programme designers. The findings of this study provide insight into the practices that promote inclusive leadership in school settings, taking into account contextual factors and realities. The limitations of the research are presented, and implications are discussed herein.KEYWORDS: Refugee educationeducational leadership programmein-service trainingleadership for social justiceTürkiye Disclosure statementNo potential conflict of interest was reported by the author(s).Data availabilityThe data are not publicly available due to the privacy of research participants.Additional informationNotes on contributorsEmine GümüşEmine Gümüş is an associate professor of Faculty of Education at Maltepe University, Turkey. She received her PhD in Educational Administration from Atatürk University, Turkey. Her research interests are focused on leadership, professional development of school principals and teachers, and multicultural education.Hilal BuyukgozeHilal Buyukgoze is a research assistant in Hacettepe University, Ankara Turkey. She completed her PhD in Educational Administration on leader and school mindfulness at Hacettepe University in 2021. Her research interests focus on school improvement, educational leadership, and education policies. She can be contacted at: buyukgoze@hacettepe.edu.tr.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351773","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 : 2023-09-27DOI: 10.1080/13603116.2023.2263448
Yailin Martínez-Hierrezuelo, María del Mar Bernabé Villodre
ABSTRACTPupils who are late entrants to the Spanish education system may require a response from Therapeutic Pedagogy. They, as children of immigrants, may have educational needs such as socio-cultural adaptation and the need for respect and non-discrimination of their culture and religion. From an intercultural approach, the music classroom could provide a scenario of coexistence based on social inclusion and cultural exchange. Based on these assumptions, the ‘Caribbean Music Workshop’ was developed within the framework of the subject ‘Physical, plastic and music education and its didactics in special educational needs’. It is a subject of the Therapeutic Pedagogy Major of the Primary Education Teacher Training Degree at the University of Valencia. With the aim of assessing the perceptions of the future Therapeutic Pedagogy teachers about the workshop, at the end of the activity the students filled in a questionnaire with their considerations about the relevance of the intervention and other benefits it could bring to the pedagogical and therapeutic work. After a mixed analysis, the results revealed that the workshop represents a valid intercultural proposal to promote the social inclusion of students who are children of immigrants, as well as to address other educational needs.KEYWORDS: Therapeutic Pedagogyintercultural approachmusic workshopteacher traininglate entry into the Spanish education system AcknowledgementsThanks to Luis Gustavo Delgado Tejeda, Teacher and Director of Studies at Callaghan School of English, for translating the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical considerationsThe research is based on the principles of the ‘Declaration of Helsinki’ (2004) and has been endorsed by the Bioethics Committee of the Alfonso X El Sabio University under the approval number 2023_02/170.Notes1 Pupils of Latin American origin are much larger than those from other countries, due to the language that acts as a facilitating/driving link towards emigration to Spain. This workshop can be adapted according to the background of the learners with inclusion needs and, instead of being ‘Caribbean Music Workshop’, it can be, for example, the ‘African Music Workshop’ and have a repertoire accordingly.Additional informationFundingThis work was supported by the ‘XIV Convocatoria de ayudas para el desarrollo de proyectos de investigación Fundación Universidad Alfonso X El Sabio-Santander Universidades’ under Grant [number 1014034].Notes on contributorsYailin Martínez-HierrezueloYailin Martínez-Hierrezuelo, PhD, is a professor in the Faculty of Education Sciences at the Alfonso X El Sabio University in Madrid. Her principal line of research is the didactics of music education from a situational interest perspective. Other research interests include the intercultural perspective and the application of music to inclusive education.María del Mar Bernabé VillodreMaría del Mar Bernabé Villodre, PhD, is a
【摘要】西班牙教育体系中较晚进入的学生可能需要治疗教育学的回应。他们作为移民的子女，可能有教育需要，例如适应社会文化和需要尊重和不歧视他们的文化和宗教。从跨文化的角度来看，音乐课堂可以提供一个基于社会包容和文化交流的共存场景。基于这些假设，“加勒比音乐研讨会”是在“特殊教育需要中的体育、塑料和音乐教育及其教学”这一主题的框架内开展的。这是瓦伦西亚大学小学教育教师培训学位治疗教育学专业的一门课程。为了评估未来治疗教育学教师对研讨会的看法，在活动结束时，学生们填写了一份调查问卷，其中包括他们对干预的相关性以及它可能给教学和治疗工作带来的其他好处的考虑。经过混合分析，结果表明，讲习班代表了一项有效的跨文化建议，以促进移民子女学生的社会包容，并解决其他教育需求。关键词:治疗性教学、跨文化方法、音乐工作坊、教师培训、西班牙教育体系的后期进入感谢卡拉汉英语学校教师兼研究主任Luis Gustavo Delgado Tejeda翻译了本文。披露声明作者未报告潜在的利益冲突。伦理考虑该研究基于“赫尔辛基宣言”(2004)的原则，并得到了Alfonso X El Sabio大学生物伦理委员会的认可，批准号为2023_02/170。注1:拉丁美洲的学生比其他国家的学生要多得多，因为拉丁美洲的语言是移民到西班牙的一个便利/推动因素。这个讲习班可以根据有包容性需要的学习者的背景进行调整，例如，它可以是“非洲音乐讲习班”，而不是“加勒比音乐讲习班”，并有相应的曲目。本研究得到了“第十四届investigación Fundación阿方索·萨比奥-桑坦德大学项目研究与发展协约国”的资助[编号1014034]。作者简介:syailin Martínez-HierrezueloYailin Martínez-Hierrezuelo，博士，马德里Alfonso X El Sabio大学教育科学系教授。她的主要研究方向是情境兴趣视角下的音乐教育教学。其他研究兴趣包括跨文化视角和音乐在全纳教育中的应用。María del Mar bernab VillodreMaría del Mar bernab Villodre，博士，瓦伦西亚大学教育学院教授。她的主要研究方向是跨文化视角下的音乐教育教学。其他研究兴趣包括音乐在特殊需要教育中的应用。
{"title":"Perceptions of future teachers of Therapeutic Pedagogy on an intercultural music workshop","authors":"Yailin Martínez-Hierrezuelo, María del Mar Bernabé Villodre","doi":"10.1080/13603116.2023.2263448","DOIUrl":"https://doi.org/10.1080/13603116.2023.2263448","url":null,"abstract":"ABSTRACTPupils who are late entrants to the Spanish education system may require a response from Therapeutic Pedagogy. They, as children of immigrants, may have educational needs such as socio-cultural adaptation and the need for respect and non-discrimination of their culture and religion. From an intercultural approach, the music classroom could provide a scenario of coexistence based on social inclusion and cultural exchange. Based on these assumptions, the ‘Caribbean Music Workshop’ was developed within the framework of the subject ‘Physical, plastic and music education and its didactics in special educational needs’. It is a subject of the Therapeutic Pedagogy Major of the Primary Education Teacher Training Degree at the University of Valencia. With the aim of assessing the perceptions of the future Therapeutic Pedagogy teachers about the workshop, at the end of the activity the students filled in a questionnaire with their considerations about the relevance of the intervention and other benefits it could bring to the pedagogical and therapeutic work. After a mixed analysis, the results revealed that the workshop represents a valid intercultural proposal to promote the social inclusion of students who are children of immigrants, as well as to address other educational needs.KEYWORDS: Therapeutic Pedagogyintercultural approachmusic workshopteacher traininglate entry into the Spanish education system AcknowledgementsThanks to Luis Gustavo Delgado Tejeda, Teacher and Director of Studies at Callaghan School of English, for translating the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical considerationsThe research is based on the principles of the ‘Declaration of Helsinki’ (2004) and has been endorsed by the Bioethics Committee of the Alfonso X El Sabio University under the approval number 2023_02/170.Notes1 Pupils of Latin American origin are much larger than those from other countries, due to the language that acts as a facilitating/driving link towards emigration to Spain. This workshop can be adapted according to the background of the learners with inclusion needs and, instead of being ‘Caribbean Music Workshop’, it can be, for example, the ‘African Music Workshop’ and have a repertoire accordingly.Additional informationFundingThis work was supported by the ‘XIV Convocatoria de ayudas para el desarrollo de proyectos de investigación Fundación Universidad Alfonso X El Sabio-Santander Universidades’ under Grant [number 1014034].Notes on contributorsYailin Martínez-HierrezueloYailin Martínez-Hierrezuelo, PhD, is a professor in the Faculty of Education Sciences at the Alfonso X El Sabio University in Madrid. Her principal line of research is the didactics of music education from a situational interest perspective. Other research interests include the intercultural perspective and the application of music to inclusive education.María del Mar Bernabé VillodreMaría del Mar Bernabé Villodre, PhD, is a ","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477514","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 : 2023-09-27DOI: 10.1080/13603116.2023.2258368
Gui Ying (Annie) Yang-Heim, Stephen Dobson
{"title":"A review of language literacy and science: enhancing engagement and achievement in science <b>A review of language literacy and science: enhancing engagement and achievement in science</b> , by Azra Moeed and Brendan Cooney, Singapore, Springer Briefs in Education, 2021, 71 pp., $49, ISBN 978-981-16-4000-1","authors":"Gui Ying (Annie) Yang-Heim, Stephen Dobson","doi":"10.1080/13603116.2023.2258368","DOIUrl":"https://doi.org/10.1080/13603116.2023.2258368","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477518","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 : 2023-09-27DOI: 10.1080/13603116.2023.2262998
Kadriye Dimici, Alper Başbay
ABSTRACTMulticultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.KEYWORDS: Multicultural educationrespect for diversitycritical thinkingdemocracy perceptionContent Integration modelEnglish language curriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was produced from the doctoral thesis of Kadriye Dimici under the supervision of Alper Başbay at Ege University, Türkiye. This work was supported by TÜBİTAK [grant number 2211/A] and Ege University BAP [grant number SDK-2019-20930].Notes on contributorsKadriye DimiciKadriye Dimici is currently an Assistant Prof. in the department of Foreign Language Teaching at İzmir Democracy University, Türkiye. She received her BA degree in Foreign Language Education programme in 2011 and her MA degree in the programme of Adult Education from Boğaziçi University in 2015. She got her Ph.D. degree in Curriculum and Instruction programme from Ege University in 2021. She writes and presents widely on issues of multicultural education, English language teaching, curriculum development, internationalisation, adult education, and higher education studies.Alper BaşbayAlper Başbay is currently working as a Prof. in the Curriculum and Instruction Program of Ege University, Türkiye. He has had experience in the field of curriculum development for more than 20 years and he is working as the Dean of the Education Faculty. He received his BA, MA, and Ph.D. degrees in the department of Curriculum and Instruction at Hacettepe University. He writes and presents widely on issues of multicultural education and curriculum develo
{"title":"Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University","authors":"Kadriye Dimici, Alper Başbay","doi":"10.1080/13603116.2023.2262998","DOIUrl":"https://doi.org/10.1080/13603116.2023.2262998","url":null,"abstract":"ABSTRACTMulticultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.KEYWORDS: Multicultural educationrespect for diversitycritical thinkingdemocracy perceptionContent Integration modelEnglish language curriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was produced from the doctoral thesis of Kadriye Dimici under the supervision of Alper Başbay at Ege University, Türkiye. This work was supported by TÜBİTAK [grant number 2211/A] and Ege University BAP [grant number SDK-2019-20930].Notes on contributorsKadriye DimiciKadriye Dimici is currently an Assistant Prof. in the department of Foreign Language Teaching at İzmir Democracy University, Türkiye. She received her BA degree in Foreign Language Education programme in 2011 and her MA degree in the programme of Adult Education from Boğaziçi University in 2015. She got her Ph.D. degree in Curriculum and Instruction programme from Ege University in 2021. She writes and presents widely on issues of multicultural education, English language teaching, curriculum development, internationalisation, adult education, and higher education studies.Alper BaşbayAlper Başbay is currently working as a Prof. in the Curriculum and Instruction Program of Ege University, Türkiye. He has had experience in the field of curriculum development for more than 20 years and he is working as the Dean of the Education Faculty. He received his BA, MA, and Ph.D. degrees in the department of Curriculum and Instruction at Hacettepe University. He writes and presents widely on issues of multicultural education and curriculum develo","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477703","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}
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