As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all

This paper seeks to analyse the educational grounds and the present the- oretical background about the Inclusive educational orientation. It is compossed by two parts. The first one consider the diferent kinds of answer given by the school and educational systems to the diversity of needs (in terms of special needs, gender, social class and culture) before the Inclusion. The second part is aimed to identify and describe some of the new ideological and theoretical frames who support and build inclusive education. Conceptual bases and developments of diferent discipli- nes and perspectives as the ethic, social, organizational, communitarian and research are analysed. It is argued by the author that the this knowledge can contribute to think in a new and inclusive way, the issue about how to design and develop an edu- cation for all.

/pdf/acerca-del-origen-y-sentido-de-la-educacion-inclusiva-2xp31fs3dl.pdf

Acerca del origen y sentido de la educación inclusiva

Working towards inclusion: reflections from the classroom

The objective of this review is to find out what knowledge is available regarding the effects of integrating pupils the sensory, motor and/or mental disabilities is regular schools. This review is restricted to the effects of integration on the development of social contacts with classmates without disabilities. Analysis of 14 studies revealed contradictory conclusions: no effects were reported in some studies, while in others researchers found that special needs pupils in regular schools acquired more social contacts and friendships, and that regular and special schools differed in this respect. Only a few studies revealed negative effects of integration.

Getting along with classmates in regular schools: a review of the effects of integration on the development of social relationships

This paper considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and the inclusion of pupils with special educational needs. It begins with a discussion of the context in which all English schools are currently operating and a summary of the extent to which research on school effectiveness and school improvement has influenced research on inclusion and vice versa. Key findings from our work in secondary schools committed to inclusion are presented and discussed in light of teacher, subject department and whole school responses to pupil diversity. The paper concludes with a conceptualisation of inclusive schools as those that meet the dual criteria of enrolling a diverse student population and improving academic standards for all.

Inclusive Practice in English Secondary Schools: Lessons learned

Inclusive schools have tended to be analysed from one of two perspectives: either as reified organizations with (relatively) stable characteristics which lead to their becoming ‘effective schools for all’; or as ‘sites’ in which micro-political and other policy processes intersect and (frequently) subvert attempts at inclusion This paper presents acase study of an apparently inclusive school which, it suggests, cannot be understood fully from either of these perspectives Instead, a third perspective is proposed which concerns itself with the enduring dilemmas faced by educators and the fundamental social and educational contradictions which those dilemmas illuminate The implications of this alternative perspective for our understanding of inclusive schools are discussed

Inclusive education and schools as organizations

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Inclusive education and schools as organizations