Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland

This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools.     

Growing up in a Mainstream World: A Retrospective Enquiry into the Childhood Experiences of Young Adults with a Physical Disability

Children with disabilities are at greater risk of developing mental health problems than their peers, yet the emotional well-being of this group is largely overlooked and there is scant literature about children with a mobility disability. This study examined the retrospective experiences of growing up with mobility disability. The sample comprised 16–25 year olds with mobility disability. A thematic analysis, informed by grounded theory was used. Themes identified included a common socio-educational journey, conflict between care and independence in school and the impact of being singled out because of disability outside school. The result was a range of psychosocial issues that affected participants’ view of themselves and the world around them. The study also looked at what the participants found helpful in dealing with the emotional impact of their disability. Whilst some sought help through talking therapies, others found involvement in disability sport was helpful.     

Knowledge, attitude, and practices regarding whole body donation among medical professionals in a hospital in India

Voluntary body donation has become an important source of cadavers for anatomical study and education. The objective of this study was to assess knowledge, attitude, and practice (KAP) regarding whole body donation among medical professionals in a medical institute in India. A cross sectional study was conducted at Kasturba Hospital, Manipal, India, among medical doctors. Data was collected from consenting individuals in the age group of 25-65 years by convenience sampling method. A semi-structured, pretested, questionnaire designed to assess KAP regarding whole body donation was provided to the study population (n = 106); 97 individuals returned the completed questionnaire. Results showed that 8% of the medical professionals were unaware of the term body donation and 85% believed that donated bodies were misused. A large proportion of the respondents did not know about the authority that oversaw body donation, or its criteria for accepting donated bodies and diseases for which bodies were screened before acceptance. Only 22% of polled physicians were willing to donate their bodies for medical education, but 68% expected the public to do the same. While only 7% had already registered their own names for body donation, 64% were not aware of any known person having registered and 72% indicated that their decision would not be influenced even if they knew of friends who had registered. These results suggest that educating medical students and professionals regarding the altruistic act of body donation is as important as educating the general public.     

Re-visiting the role of disability coordinators: the changing needs of disabled students and current support strategies from a UK university

Abstract

This study aimed to investigate the system designed to support disabled university students from the perspective of disability coordinators. The research on this topic specifically is limited. Disability coordinators from a particular UK university were interviewed to better understand the support system from their own perspective. Interpretative Phenomenological Analysis (IPA) was conducted to reveal themes related to supporting students. IPA is a tool to understand participants’ social and emotional world. The final themes were: interest in and internal motivation regarding disability issues; flexibility and disability; personal experiences of disability; good practices; and finally, time and disability. The theme time and disability appeared as a separate theme but also was embedded within the whole analysis. In addition, the results indicated that the support issue is dynamic in nature and that student needs continuously change as new needs emerge. The demographic characteristics of disabled university students have changed over time. Students are also increasingly more competent at using technology. Consequently, disability coordinators should be more active and provide faster solutions to meet higher expectations. The results and policy implications of this study are discussed with reference to the impact of time, change and context.     

Self-defining as sexually abused and adult sexual risk behavior: results from a cross-sectional survey of women attending an STD clinic

Objective

Childhood sexual abuse (CSA) is associated with increased sexual risk behavior in adulthood, and this association may be mediated by traumagenic dynamics constructs (i.e., traumatic sexualization, trust, guilt, and powerlessness). However, few studies have investigated whether such relationships hold for women who do not identify as having experienced CSA despite meeting objective criteria that CSA occurred. This study sought to determine whether individuals who met research criteria for CSA and who self-defined as sexually abused differed on traumagenic dynamics constructs and current sexual risk behavior from individuals who met research criteria for CSA and who did not self-define as sexually abused.

Methods

Participants were 481 women recruited from a publicly funded STD clinic. Participants completed a computerized survey assessing childhood sexual experiences and adult sexual risk behavior.

Results

Of the total sample, 206 (43%) met research criteria for CSA. Of the women meeting research criteria for CSA, 142 (69%) self-defined as sexually abused. Women who met research criteria for CSA reported more traumatic sexualization, more trust of a partner, more powerlessness, less sexual guilt, more episodes of unprotected sex, more sex partners, and greater likelihood of sex trading, compared to women who did not meet research criteria for CSA. Among women meeting research criteria, those who self-defined as sexually abused did not differ from those who did not self-define on any of the traumagenic dynamics constructs or on current sexual risk behavior, controlling for CSA characteristics.

Conclusions

Individuals who were sexually abused as children by behavioral research criteria are at risk for engaging in sexual risk behavior as adults, regardless of whether or not they perceive the experience to be CSA. Future research is needed to understand how non-definers perceive these childhood sexual experiences.     

Characteristics of Effective In‐service Programmes and Activities: results of a Dutch survey

The goal of this study is to determine which features effective in‐service activities must have, and to what extent designers of in‐service activities take these features into account. The study is also directed at the relationship between these features of in‐service activities and their implementation and impact characteristics. On the basis of a Delphi‐study, a survey was carried out among teachers, principals, in‐service education and training (INSET) trainers and school counsellors. This article presents the data gathered on programme participants’ and trainers’ opinions and beliefs about effective in‐service and about implementation and impact characteristics. The study also examines the extent of the oft reported critical comments on in‐service activities. In spite of extensive criticism about the value of in‐service education, most participants are positive about the design and execution of the activities. However, INSET has to be closely watched for effectiveness, especially where it concerns applicability and functionality. This is generally judged to be insufficient.     

Keeping it complex: the power of support from a community of professionals

This paper reports on ways to think about how a teacher educator might learn. A review of the process of writing a Collaborative Action Research Network conference paper is presented, followed by a reflection on the nature of the Conference feedback. The learning at the Conference is built on by an analysis of approaches to thinking about learning. This covers how learners, both teachers in initial education and their teacher educator, might respond to anomalous data. This shows the need to think things through from the points of view of others. This difficult process is aided by conference attendance and also by adopting post-formal thinking. This post-formal approach goes beyond the formal, closed problem approach of a number of models of teacher learning to one that acknowledges a multiplicity of ways of looking and analysing teaching and learning. Evidence is presented that suggests that using the post-formal approach may be a fruitful way to think about teacher development.     

Conceptualisations of disability and inclusion: perspectives of educators of young children

This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.     

Leadership for inclusion: a comparison of international practices

The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements ( World Education Forum, 2000 ). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners ( Ainscow, 1999 ). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability ( Vitello & Mithaug, 1998 ). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.     

Including the excluded: the case of a student with multiple disabilities*

ABSTRACT

The aim of this study was to investigate the coherence between mainstreaming laws and practices in Turkey through a case study involving an elementary school student with multiple disabilities, her parents and her general educator. Multiple sources of data were gathered within a 5-year period and were analyzed inductively. Results showed that the laws and actual practice showed discrepancies with practices lacking the necessary special education support services. On the other hand, the limited services provided by the researchers revealed important gains on behalf of the participants, letting the researchers to conclude that mainstreaming and in fact inclusion is possible within the Turkish educational system even with limited resources and supports.     

Educational engagement,expectation and attainment of children with disabilities: Evidence from the Scottish Longitudinal Study

Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities.     

Racial integration in the USA and South Africa: lessons in a comparative perspective

The year 2004 marked the 50th anniversary of the landmark Brown vs. Board of Education case that put an official end to segregated schooling in the USA. Desegregation has received little attention as of late, yet a number of scholars argue that the work of desegregation is far from being complete in the USA. The aim of this paper is to refocus attention on desegregation through a detailed comparison with a more recent case: the racial integration of schools in post‐Apartheid South Africa. While South Africa is not held up as the perfect example of integration, it illuminates concepts and ideas that may explain shortcomings of the US process and present new alternatives to revitalize the process. Likewise, it is hoped that the historical example of the USA is instructive to those involved in the integration effort in South Africa.     

DAP in the ’hood: Perceptions of child care practices by African American child care directors caring for children of color

This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. [Garcia Coll, C., Crinic, K., Lamberty, G., Wasik, B., Jenkins, R., Garcia Vazquez, H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914], which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.     

Child abuse in Pakistan: A qualitative study of knowledge,attitudes and practice amongst health professionals

Child abuse is a global problem and pervades all cultures and socio-economic strata. The effects can be profound and life altering for victims. There is substantial literature from high income countries about signs of abuse, but a dearth of data from low and middle income countries like Pakistan. Healthcare professionals (HCP) are ideally placed to detect abuse, but, to inform interventions, an understanding of their experiences, training needs and cultural beliefs is needed. This study aimed to: (1) Explore the challenges that HCP face when managing cases of abuse; (2) Explore cultural beliefs and understand how these shape practice and (3) Identify training needs. A qualitative study using a phenomenological design was conducted. In-depth interviews were conducted with doctors, nurses and security staff in the emergency department of a large private hospital in Pakistan (n = 15). Interviews were undertaken in Urdu, translated into English and analysed using an inductive thematic approach. Multiple challenges were identified. The process of referral to legal services was poorly understood and further training and guidelines was suggested by participants. As the legal system in Pakistan does not allow HCP to keep potentially abused patients in their custody, they felt restricted in their ability to advocate and concerned about the safety of both the identified children and themselves. HCP have potential to detect abuse early; however, in Pakistan there are numerous challenges. HCP require support through training, as well as clear institutional frameworks and legal support to undertake this role.     

从融合到融和:培智学校与社区互动研究

培智学校教育对象的变化、融合教育的倡导实施、原有课程实施方式使得培智学校的改革势在必行。以北京市某特殊教育学校为研究对象,采用质性研究的研究方法对该校与社区互动的原因、历史、具体举措、效果及问题进行了研究。研究结果表明,在文化氛围、学校管理、课程方面培智学校都有其与社区互动的机制。培智学校与社区互动的特点有:“双赢”是培智学校与社区互动的基础、“利益共同体”是培智学校与社区互动的表现形式、“改革发展”是培智学校与社区互动的动力。要更好地促进培智学校与社区互动,不仅需要协调学校内学科课程与社区课程的冲突、突破学校改革和质量发展的瓶颈,更需要处理好学校、社区、家庭、政府在培智学校与社区互动中的支持服务关系。     

Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic,participatory, strength-based and integrated approach

This paper draws from our experiences of an EU Life Long Learning Programme Project: GATE Understanding Dyslexia Phenomena Between Pre-Primary And Primary (2009–2011) to discuss different conceptual positions concerning dyslexia. It compares medical notions of dyslexia with perspectives from childhood and disability studies to question the ways in which we encourage children, parents and professionals to understand dyslexia in educational settings. In so doing, it highlights a contrast between medical literature, social model perspectives and practical approaches among the contrasting work contexts of the partners of the GATE project. The paper indicates that the GATE partners found there was a lack of clarity concerning theory and policy on dyslexia across their countries. The paper compares different practices concerning dyslexia in Bulgaria, Spain, Italy, Turkey and Scotland and concludes there is a need to balance out impairment-specific approaches with those that are based on more political notions of inclusion, community and relationship-building.     

Delay in disclosure of childhood rape: results from a national survey

OBJECTIVE: This study sought to gather representative data regarding the length of time women who were raped before age 18 delayed prior to disclosing such rapes, whom they disclosed to, and variables that predicted disclosure within 1 month. METHOD: Data were gathered from 3,220 Wave II respondents from the National Women's Study (Resnick, Kilpatrick, Dansky, Saunders, & Best, 1993), a nationally representative telephone survey of women's experiences with trauma and mental health. Of these, 288 retrospectively reported at least one rape prior to their 18th birthday. Details of rape experiences were analyzed to identify predictors of disclosure within 1 month. RESULTS: Fully 28% of child rape victims reported that they had never told anyone about their child rape prior to the research interview; 47% did not disclose for over 5 years post-rape. Close friends were the most common confidants. Younger age at the time of rape, family relationship with the perpetrator, and experiencing a series of rapes were associated with disclosure latencies longer than 1 month; shorter delays were associated with stranger rapes. Logistic regression revealed that age at rape and knowing the perpetrator were independently predictive of delayed disclosure. CONCLUSIONS: Delayed disclosure of childhood rape was very common, and long delays were typical. Few variables were identified that successfully predicted disclosure behavior, but older age and rape by a stranger were associated with more rapid disclosure. This suggests that the likelihood of disclosure in a given case is difficult to estimate, and predictions based on single variables are unwarranted.     

Inclusion of all in the neighbourhood school and student well-being in Senegal from the perspective of a practicing pedagogue

The education system in Senegal has become more democratic and has adopted international policies for inclusive education after decades of normative and selective practices. Advances are being made for recognising individual student needs in school facilities, pedagogy and teaching practices. This article draws on the first-hand knowledge of the context in Senegal by a current inspector and prior teacher in inclusive practices in Senegal, as well as a purposive review of relevant studies and reports. Current needs for development are identified and discussed, including the structuring of physical settings adapted to special needs learning, interaction with families, as well as communication about disabilities in local communities to reduce social stigma. Building on a review of the current context and needs, the article underscores that it is necessary to move away from superficial symptom identification. Instead, what is needed are changes in teaching and learning practices, as well as in socio-cultural and physical learning environments, to accommodate special needs students. Finally, necessary rethinking of the professional development of teaching staff in Senegal is called for. The inspiration for this development is closely tied to pedagogical responsibility, ethically based care, and the desire teachers have for succeeding in didactic action.     

Educational accountability tests,social and legal inclusion approaches to discrimination for students with disability: a national case study from Australia

The UN Convention on the Rights of Persons with Disability promotes equal and full participation by children in education. Equity of educational access for all students, including students with disability, free from discrimination, is the first-stated national goal of Australian education. Australian federal disability discrimination law, the Disability Discrimination Act 1992, follows the Convention, with the federal Disability Standards for Education 2005 enacting specific requirements for education. This article discusses equity of processes for inclusion of students with disability in Australian educational accountability testing, including international tests in which many countries participate. The conclusion drawn is that equitable inclusion of students with disability in current Australian educational accountability testing is not occurring from a social perspective and is not in principle compliant with law. However, given the reluctance of courts to intervene in education matters and the uncertainty of an outcome in any court consideration, the discussion shows that equitable inclusion in accountability systems is available through policy change rather than expensive, and possibly unsuccessful, legal challenges.