Pub Date : 2023-09-25DOI: 10.1080/13603116.2023.2257697
Ian Hardy, Stuart Woodcock
This article draws upon a critical policy analysis approach to examine the state of inclusive education policy in Global North settings over the past decade. Building on an earlier paper on this topic ten years ago, this updated article seeks to explore whether and how inclusion and inclusive education have been understood in varied international, national and sub-national policy settings over time. While it might be anticipated that schooling systems should be more aware and proactive in supporting inclusion within their policies, our findings reveal mixed results. At times, there appears to have been regression in some settings, stagnation in others, as well as moderate progress in other settings in relation to support and advocacy for inclusion in educational policies. In an era of increased attention to a range of issues of inclusion more broadly over the past decade (e.g. marriage equality, gender fluidity, Black Lives Matter, #StopAsianHate), our article cautions against assuming that such movements have somehow led to a more ‘inclusive’ conception of students’ identities and wellbeing in schooling policy. Whether and how teachers can be expected to be more inclusive in their practices in such a variegated policy environment is an area for continued inquiry.
{"title":"Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …","authors":"Ian Hardy, Stuart Woodcock","doi":"10.1080/13603116.2023.2257697","DOIUrl":"https://doi.org/10.1080/13603116.2023.2257697","url":null,"abstract":"This article draws upon a critical policy analysis approach to examine the state of inclusive education policy in Global North settings over the past decade. Building on an earlier paper on this topic ten years ago, this updated article seeks to explore whether and how inclusion and inclusive education have been understood in varied international, national and sub-national policy settings over time. While it might be anticipated that schooling systems should be more aware and proactive in supporting inclusion within their policies, our findings reveal mixed results. At times, there appears to have been regression in some settings, stagnation in others, as well as moderate progress in other settings in relation to support and advocacy for inclusion in educational policies. In an era of increased attention to a range of issues of inclusion more broadly over the past decade (e.g. marriage equality, gender fluidity, Black Lives Matter, #StopAsianHate), our article cautions against assuming that such movements have somehow led to a more ‘inclusive’ conception of students’ identities and wellbeing in schooling policy. Whether and how teachers can be expected to be more inclusive in their practices in such a variegated policy environment is an area for continued inquiry.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769590","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 : 2023-09-25DOI: 10.1080/13603116.2023.2258371
Thomas Szulevicz, Jon Busck Arnfred
ABSTRACTThis paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two Danish municipalities a highly interesting pattern was identified, as the need for clear structure in the learning environment was part of the recommendation section in 107 (98, 2%) of 109 analysed reports. An almost similar and identical recommendation was thus repeated across the reports, and the finding is used to discuss what this pattern in the recommendation of EP indicates about EP practices in general and EP’s report writing practices more specifically. The article concludes with a discussion in which the repeated ‘need-for-clear-structure-recommendation’ is understood in light of recent socio-political and global transformations within educational systems.KEYWORDS: Psychoeducational reportseducational psychology practicestructured learninginclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by TrygFonden [grant number 150499].Notes on contributorsThomas SzuleviczThomas Szulevicz is an associate professor of educational psychology. His main research interests are inclusive education and educational psychology practice.Jon Busck ArnfredJon Busck Arnfred has a background as a medical doctor, and he is now a postdoctoral research associate at the Department Communication and Psychology at Aalborg University
{"title":"A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports","authors":"Thomas Szulevicz, Jon Busck Arnfred","doi":"10.1080/13603116.2023.2258371","DOIUrl":"https://doi.org/10.1080/13603116.2023.2258371","url":null,"abstract":"ABSTRACTThis paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two Danish municipalities a highly interesting pattern was identified, as the need for clear structure in the learning environment was part of the recommendation section in 107 (98, 2%) of 109 analysed reports. An almost similar and identical recommendation was thus repeated across the reports, and the finding is used to discuss what this pattern in the recommendation of EP indicates about EP practices in general and EP’s report writing practices more specifically. The article concludes with a discussion in which the repeated ‘need-for-clear-structure-recommendation’ is understood in light of recent socio-political and global transformations within educational systems.KEYWORDS: Psychoeducational reportseducational psychology practicestructured learninginclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by TrygFonden [grant number 150499].Notes on contributorsThomas SzuleviczThomas Szulevicz is an associate professor of educational psychology. His main research interests are inclusive education and educational psychology practice.Jon Busck ArnfredJon Busck Arnfred has a background as a medical doctor, and he is now a postdoctoral research associate at the Department Communication and Psychology at Aalborg University","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"309 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816321","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 : 2023-09-25DOI: 10.1080/13603116.2023.2259906
Andrew Hickey, Stewart Riddle
This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the dynamics that support inclusive modes of education and the dimensions of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.
{"title":"Proposing a conceptual framework for relational pedagogy: pedagogical informality, interface, exchange and enactment","authors":"Andrew Hickey, Stewart Riddle","doi":"10.1080/13603116.2023.2259906","DOIUrl":"https://doi.org/10.1080/13603116.2023.2259906","url":null,"abstract":"This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the dynamics that support inclusive modes of education and the dimensions of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816503","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 : 2023-09-15DOI: 10.1080/13603116.2023.2255602
Hilde Sofie Fjeld, Kari Spernes
The purpose of this paper is to examine and discuss bilingual teachers’ professional capita professionalism in relation to ‘travelling teachers’, who only have a few brief weekly encounters with students and colleagues. By applying a triangulation design, bilingual teachers were given a voice through personal interviews, which were combined with selected data from the observations of the teachers during their working hours at the different schools. Our findings support previous research on bilingual teachers’ participation in professional learning communities and suggest that bilingual teachers lack professional capital in some areas. However, we found that the bilingual teachers in this study are in possession of essential and valuable competence not accounted for by the concept; consequently, we argue that the concept of professional capital has shortcomings in terms of providing a comprehensive and complete understanding of teacher professionalism.
{"title":"Bilingual teachers’ professional capital","authors":"Hilde Sofie Fjeld, Kari Spernes","doi":"10.1080/13603116.2023.2255602","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255602","url":null,"abstract":"The purpose of this paper is to examine and discuss bilingual teachers’ professional capita professionalism in relation to ‘travelling teachers’, who only have a few brief weekly encounters with students and colleagues. By applying a triangulation design, bilingual teachers were given a voice through personal interviews, which were combined with selected data from the observations of the teachers during their working hours at the different schools. Our findings support previous research on bilingual teachers’ participation in professional learning communities and suggest that bilingual teachers lack professional capital in some areas. However, we found that the bilingual teachers in this study are in possession of essential and valuable competence not accounted for by the concept; consequently, we argue that the concept of professional capital has shortcomings in terms of providing a comprehensive and complete understanding of teacher professionalism.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396132","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 : 2023-09-11DOI: 10.1080/13603116.2023.2256321
Mahwish Kamran, Nazia Bano
{"title":"A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan","authors":"Mahwish Kamran, Nazia Bano","doi":"10.1080/13603116.2023.2256321","DOIUrl":"https://doi.org/10.1080/13603116.2023.2256321","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938084","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 : 2023-09-11DOI: 10.1080/13603116.2023.2255608
Elina Gerosimou, Kyriaki (Kiki) Messiou
{"title":"Thinking outside the ‘deficit box’: promoting the equal valuing of all children through teacher professional development","authors":"Elina Gerosimou, Kyriaki (Kiki) Messiou","doi":"10.1080/13603116.2023.2255608","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255608","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981335","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 : 2023-09-07DOI: 10.1080/13603116.2023.2255601
Farrukh Amina, Melissa M. Barnes, Eisuke Saito
{"title":"Language and belonging in Australian schools: perspectives and experiences of families from refugee backgrounds","authors":"Farrukh Amina, Melissa M. Barnes, Eisuke Saito","doi":"10.1080/13603116.2023.2255601","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255601","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45308316","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 : 2023-08-28DOI: 10.1080/13603116.2023.2248119
Lidon Lashley
{"title":"The curious gap in the experiences of children with exceptionalities in two mainstream primary schools in postcolonial Guyana","authors":"Lidon Lashley","doi":"10.1080/13603116.2023.2248119","DOIUrl":"https://doi.org/10.1080/13603116.2023.2248119","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49568662","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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