Global Education Review (Mercy College, New York)
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A Perspective of Inclusion: Challenges for the Future
Full text linkAbstract The term, inclusion, particularly in the educational setting, is still based on a deficit view. Perceptions of ΓÇÿdisΓÇÖ-ability create barriers to true inclusion and are often reinforced through higher education training programs. To promote inclusive values, acceptance of individual and cultural differences must be included in all curricula, not solely within special education. The future of a truly inclusive education relies on a cultural shift that supports and nurtures differences, and views success through a lens not focused on standardization but on diversity. The Index for Inclusion (The Index) has been utilized worldwide to support schools, to remove perceived barriers and to establish increasingly inclusive school cultures and practices. The Index aids in the creation of a culture that is dedicated to identifying and reducing barriers to inclusion and increases the learning and participation for all students. ┬
Two Perspectives On Inclusion in The United States
Full text linkThe history of schooling for students with disabilities in the United States is marked by exclusion and, until the passage of the Education for All Children Act in the 1970s, a substantial number of students with disabilities were denied free public education and many more were poorly served by public schools. The requirement that all children be educated in the ΓÇ£least restrictive environmentΓÇ¥ gradually allowed many students with disabilities to be educated alongside their non-disabled peers and today a majority of students with disabilities spend more than 80% of their school days in regular classroom settings. Still, the meaning of inclusion is bitterly disputed fueled in large part by two contrasting views of disability. This paper discusses these two views ΓÇô a deficit stance and a social constructivist perspective ΓÇô and the effects of these views on the meaning of inclusion, the purpose of inclusion, and how inclusive education is achieved
Core Values as the Basis for Teacher Education for Inclusion
Full text linkTeacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the Convention argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes. This paper outlines the current policy agenda for Teacher Education for Inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. The paper draws upon the European Agency for Development in Special Needs Education project on Teacher Education for Inclusion (TE4I - http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and on evidence gathered from discussions with over 450 European stakeholders in education ΓÇô policy makers, school leaders, teachers, support staff, parents and learners. These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education. Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence. The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper
