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.
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.
June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was co-organized by UNESCO and the Ministry of Education and Science of Spain, and held in the city of ...Salamanca. It led to the Salamanca Statement and Framework for Action on Special Needs Education, arguably the most significant international document that has ever appeared in the field of special education. In so doing, it endorsed the idea of inclusive education, which was to become a major influence in subsequent years. The articles in this special issue illustrate the ways in which the Salamanca Statement has and still is influencing the development of policies and practices across the world. In this editorial, we provide readers with some relevant background to these developments.
PDF
