Within a few years the canon of skills, which reigned unchallenged for the first twenty years of the new century, was quickly replaced by that of inclusion, both nationally and internationally. In ...this contribution we do not want to dwell on the historical-cultural contingencies that have led to this reversal, we prefer to dwell on the idea of inclusive school and how it can actually be achieved.
Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has ...been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.
•Literature synthesis examining teacher self-efficacy for inclusive education practices generated five influential factors.•Teacher self-efficacy for inclusive education is significant in contributing to the effective delivery of learning programs within an education for all context.•Demographic variables such as knowledge of policy and legislation, teaching experience, context and age were observed to impact on teacher self-efficacy beliefs.•Pre service teacher education and in service teacher training were found to be important factors in improving teacher self-efficacy for inclusive education practices.•Experience interacting with people with disability was reported to influence higher levels of teacher self-efficacy for inclusive education.
This groundbreaking book aims to help readers, no matter what position they occupy on campus, develop the knowledge and capacities necessary to do this essential work and is premised on the ...understanding that identity, oppression, power, and marginalization cannot be addressed by looking solely at single identities.
This book offers a comparative and historical account of the rise of special education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how ...categorical boundaries, professional groups, social movements, education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies. Following a forward by Karl Ulrich Mayer and an introductory chapter titled "Disability and Special Education over the Twentieth Century," this book divides into three parts and 9 chapters. Part One: The Construction of Special Education Organizations and Disability, contains: (2) Comparing (Federal) Education Systems: Ideologies, Institutions, and Interests; (3) Compulsory Schooling for All Children: Structured Learning Opportunities in Special Schools (Germany) and Special Classes (United States); and (4) Classifying "Special Educational Needs": Categorical Boundaries of Student Disability and Disadvantage. Part Two: The Development of Special Education Systems: Isomorphism, Expansion, Inertia, contains: (5) Germany's Special Schools since 1900; (6) Special Classes in the United States since 1900; and (7) Comparing German and American Special Education Systems. Part Three: Barriers to Inclusive Education, contains: (8) Institutional Barriers to Inclusion; and (9) Inclusive Education for the Twenty-first Century?
The paper presents the results of a sociological study conducted in the Rostov region among high school students of general and specialized educational institutions in 2020 (N=11727). The purpose of ...the study is to identify attitudes towards inclusive and collaborative education. Particular attention is paid to the determinants of the type of educational institution of the respondents, the experience of coeducation, and the presence or absence of disabilities among the respondents. Experience of inclusive education and the type of educational institution is a stronger factor in determining attitudes towards inclusive services than the presence or absence of disability. The highest level of ableism is manifested to children with speech, vision, hearing and mental impairments. All respondents unanimously believe that the mainpositive consequence of inclusion is the ability to communicate, find a common language with different people.
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