Forging inclusive practice in ethnically-segregated school systems: lessons from one multiethnic,bilingual education classroom in Sri Lanka

ABSTRACT

This paper offers a perspective on bilingual education (BE) as inclusive education. Ethnolinguistically-separated schools and classrooms in Sri Lanka resulted from an enduring, mother tongue instruction policy which abetted a deeply ethnically-divided nation. More recently, Sri Lanka has experimented with a BE programme in pursuit of enriching the perceived value of the local mother tongues as well as building students’ knowledge of English as a global language. This article presents analysis of the inclusive practice of two Sri Lankan BE teachers in their attempts to advance social cohesion through bilingual education. We demonstrate the logic of practice focussing on four features of the teachers’ work: promoting interethnic relations through regular change of seating arrangements; equal delegation of responsibilities and absence of favouritism; cooperative group work in ethnically heterogeneous groups; and, promoting heteroglossic language practices or translanguaging. The positive, inclusive consequences of these practices are corroborated by focus group data gathered from students in the school. We argue that teachers have a significant role in changing the logic of practice in the classroom, and that the implicit rules teachers encode in their pedagogy can reorient exclusionary, ethnocentric identity positioning towards more inclusive, supraethnic identities.     

An amalgam of ideals – images of inclusion in the Salamanca Statement

ABSTRACT

The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement.     

The challenges of geographical inclusive education in rural Bangladesh

ABSTRACT

This paper considers the challenges of promoting inclusive education in geographically isolated rural communities in Bangladesh. Inclusion is explored from both government and non-government (NGO) providers, and identifies challenges and opportunities for implementing inclusive practices. Challenges for implementing inclusion are linked to poverty, gender inequality, ethnicity, remoteness, language barriers, issues for children with disabilities, and the negative impact of climate (e.g. monsoonal flooding, landslides, and other natural calamities that beset Bangladesh on a regular basis) as well as the current humanitarian crisis with the Rohingya children now in Bangladesh. While there is sometimes a mismatch between government policy and the literature on inclusion in relation to practical implementation at the local level, opportunities for inclusion come with the dedication and passion of educators who provide teacher training about inclusive education, assistive technologies (Braille materials, hearing aids, etc.), multi-lingual education (MLE) materials, and advocacy by reaching out to parents and community members. Findings indicate that characteristics such as culture, the development of local resources, and the climate of the local context need to be considered in developing relevant inclusive policy to enact effective geographical inclusive practices in rural Bangladeshi communities.     

Inclusive education at the centre of human development issues in Togo

In the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.     

Special educational needs and art and design education: plural perspectives on exclusion

Abstract

Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This article recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in special educational needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive ‘subject’ is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The article explores theoretical frameworks that are essential for recognising meaning in education when subjects cannot be put to work.     

‘Measuring Up’? Assessment and students with disabilities in the modern university

In this article, I ask how university students with disabilities negotiate with staff arrangements for alternative assessment practices. I draw on three case studies using a personal pronoun perspective to challenge the conventional view that educational policy and teaching practice are forms of rational action. I demonstrate how the lives of students and staff are typically characterised by unexpected events, disorder, emotion and prejudice. The analytic perspective offered here establishes how meanings, intentions and different viewpoints and alliances emerge as social actors work to create specific faculty and institution cultures. The case studies also reveal what does and what does not work – some of the obstacles – and what needs to be done if we are serious about equity and inclusive education. They include practical assistance in recognising the specific requirements of students with disabilities and how to design alternative assessment for students with specific ‘conditions’. I argue that professional development and specific techniques in curriculum design are needed. Some staff also require help in recognising their policy and legal obligations. A cultural change which identifies and challenges prejudice is a larger task if universities are to become places in which equal opportunity principles and inclusive education are present and actively practised.     

Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway

ABSTRACT

The main theme of this article is teachers’ experiences of how joint reflection and common follow-up practices impact on the development of inclusive education. The study was conducted using an adapted letter method, where the teachers at one school in Norway answered some open questions by discussing and formulating a joint text. The results suggest that the teachers, who have previously participated in a national programme of school development, seem to have developed a broad understanding of inclusive education that entails meeting the diversity of needs of all pupils. They do not only consider inclusion to be a matter of placement but also something that involves a social and an academic communality. One important finding is that joint reflection in a sharing culture engenders common frames of reference for the practical actions of inclusion. Teachers’ own experiences suggest that joint discussion and reflection also play a central role in the efforts aimed at the inclusion of pupils with special educational needs.     

Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.     

An evaluation of an outdoor education programme for students with emotional and behavioural difficulties

Abstract

A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils.     

From marginalisation to integration: Arab-Palestinians in Israeli academia

The Arab-Palestinian minority in Israel, one-fifth of the country's population, has been underrepresented in Israeli institutions of higher education since the establishment of the state. This article focuses on the authors’ shared aim of promoting diversity and multiculturalism in institutions of higher education in Israel. It first introduces Arab marginalisation within Israeli society as a whole. Subsequently, it offers a critical overview of existing data and research on the challenges faced by young Arab-Palestinians in higher education institutions in Israel. Based on this indispensable analysis, which clearly shows the numerous obstacles that await Arab-Palestinians on their path to graduation, the article goes on to suggest some required changes. Presenting some useful policy transformations and courses of action, it subsequently introduces multicultural academia as a better conceptual and practical framework for achieving inclusive education.     

Character education,the individual and the political

ABSTRACT

Recent critics have suggested that character education (either in and of itself or certain instantiations of it) is overly individualised and, as a result, fails to engage adequately with the political. In this paper, I offer an account of character education which takes issue with such criticisms, and seeks to make clear connections between the moral and the political necessary for character formation and expression. Drawing on an Aristotelian understanding of the political, I argue that individuals are intimately connected with their social associations, which in contemporary plural, westernised democracies include the sort of engagement with the political advocated by critics of character education. Through a focus on civic virtue and deliberative engagement, it is argued that an Aristotelian-inspired account of character addresses the precise concerns, including recognising and challenging social injustices and deliberative engagement with difference, which critics suggest are lacking from character education.     

Supporting students with disability in schools in Bhutan: perspectives from school principals

ABSTRACT

Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.     

Information and advocacy: Forgotten components in the strategies for achieving inclusive education in South Africa?

Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed.     

Inclusive education in Eastern European countries: a current state and future directions

ABSTRACT

Inclusive education is key to the development of civic democracy. Its role is to transform schools into platforms of excellence and equality for all students. This literature review aims to summarize the current state of inclusive education in Eastern European countries and former Soviet states and to identify conditions necessary for their educational systems to become more inclusive. The review: (a) discusses the concept of inclusive education as a platform for civic democracy; (b) conceptualizes how historical contexts affect societal attitudes and values towards difference and disability; (c) explores the extent to which available research captures the current state of inclusive education in Eastern Europe, and (d) describes the barriers to inclusive education implementation in these countries. The results of the review show the majority of studies examined attitudes toward inclusive education and people with disabilities. In this regard, although most of participants surveyed accept inclusive education initiatives in principle, they identify a range of barriers that need to be addressed to secure its meaningful implementation in the region. The review situates the possibility of inclusive education in the region’s historical context, identifies the structural and cultural barriers to its meaningful implementation, and suggests directions for future research.     

全纳教育视角下特殊儿童的教育公平

全纳教育的核心内涵就是教育公平.特殊儿童作为弱势群体中一个规模较大的群体,在其接受教育时,用全纳教育的思想指导,更有利于特殊儿童享受公平的教育权利.本文基于全纳教育视角,试图从受教育权利平等、教育过程的公平及教育结果的公平三个方面论述教育公平理念,并在此基础上提出促进全纳教育的发展是促进特殊儿童教育公平的有效途径.     

Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism

Abstract

In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that impacts on African communities. We argue for an African eco-communitarian perspective and propose that this perspective extends ecojustice education. Such extension occurs firstly through foregrounding and emphasising the establishment of harmonious and co-constitutive relationships that is characterised by intersubjectivity and secondly, by extending community to beyond humans (and ancestors) to be inclusive of the more-than human world. We contend that ecojustice education, framed within an African eco-communitarianism, constitutes a localised response to the ecological crises in the form of critical place-based education, that it enables co-constitutive dialogue and interaction between the human and non-human elements of an eco-community and is an ethico-political praxis characterised by an African environmental ethic.     

A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts

ABSTRACT

The Salamanca Statement is held as a high-water mark in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and Education for All [UNESCO 1998. From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All. Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of ‘crisis’ and ‘austerity’ where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric?     

Integrated or inclusive education versus interactive education: the need for a new model

ABSTRACT

In an attempt to stimulate informed and critical debate, the nature and pedagogical implications of ‘integrated education’ and the more recently proposed ‘inclusive education’ are examined, and an alternative model, described as ‘interactional education’, is proposed and evaluated. Because of the political and economic implications of these three approaches, it is suggested that the appropriate forum for discussion is one which is Pan‐European.     

Inclusive education in the academy: pedagogical and political imperatives in a master’s course

Many universities offer undergraduate and postgraduate courses in inclusive education. There has been much research into the impact of these courses, but little is written about their design. This article focuses on a master’s course in inclusive education in a South African university. The course positions inclusive education as a critical education project and is designed around the four propositions presented by Slee in The Irregular School (2011. Milton Park: Routledge). Using Bernsteinian ideas about pedagogising knowledge, this article accounts for the pedagogical choices made in content selection and course design. The focal questions in the course are described, together with an indication of the range of additional texts that students read. Given that Slee asserts that inclusive education is a political project, and that Allan (2010. “The Inclusive Teacher Educator: Spaces for Civic Engagement.” Discourse: Studies in the Cultural Politics of Education 31 (4): 411–422) urges inclusive teacher educators to reorientate themselves towards civic duty, I argue that producing a pedagogic discourse of inclusive education is a political task that should result in both the teacher educator and the students being oriented towards a critique of existing exclusionary arrangements and an activism that leads to change.