1,721,353 research outputs found
Understanding Inclusive Education in the Basque Country
Full text linkThis is the author accepted manuscript. The final version is available from Brill via the DOI in this recordThis chapter describes how this region of Europe is able to respond to the diversity of students in an inclusive way. Firstly, the evolution of the laws which make inclusion possible is considered; and secondly, the wide range of measures that can be applied in order to cater for student needs in the environment of mainstream education is analysed. Although there may be some aspects which can be improved, the data referred to in the chapter demonstrates the success of the Basque Educational system so as to give an inclusive response to students’ diversity
The importance of children and young people’s voices in debates on inclusive education
No full textThis chapter argues that research, debates and policy on inclusive education cannot be well informed, and successful inclusive practices implemented, without prioritising the voices of children and young people. There are barriers and tensions arising in achieving this especially in secondary school level teaching. Nevertheless, there are examples of how these may be overcome. Recent studies show that there are methods and practices which can work although further research is needed to explore this under researched area in more depth. Placing the voices of children and young people into the context of other key stakeholders is also examined as this can enable a comparison on differences and commonalities, leading to dialogue and more successful change.Kim Collett, Christopher Boyl
Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students
No full textUnderstanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.Christopher Boyle, Kelly-Ann Alle
Using social skills training to enhance inclusion for students with ASD in mainstream schools
Full text linkThis is the author accepted manuscript. The final version is available from Brill via the DOI in this recordIt could be regarded as a necessary survival skill that individuals are able to display appropriate social skills within the rules of their culture. Conforming to the often-unspoken rules of sociability enables the formation and maintenance of relationships that will help individuals to be independent and successful. Social skills have been defined as a set of learned, identifiable behaviours that contribute to an individual’s functioning in society (Johns, Crowley, & Guetzloe, 2005). Those who display inappropriate social behaviours may be less appealing to their peers and have problems throughout life, such as loneliness or a poor sense of belonging (Sha’ked & Rokach, 2015; Allen & Boyle, 2018). For example, without adequate social skills an individual may experience difficulties with employment, daily living skills, independent living, and connectedness to society. Improving social skills is often an area of emphasis for those who work with students who have Autism Spectrum Disorders (ASD). Impaired social functioning in individuals with ASD is well documented as being a commonly recognised indicator of difficulties especially when children transition through the years of school including through adolescence and then ultimately adulthood (Matthews et al., 2015). Research has demonstrated that employers often believe social competency to be more important than actual experience in the workplace (Deloitte, 2017). Moreover, deficits in social skills have been linked to school dropout, juvenile deviancy, suicide, and police intervention (Merrell & Gimpel, 1998). Therefore, when considering a systemic approach to social competencies, the development of necessary social skills should be an essential part of the educational curriculum to support the functioning of all students within the school, family, and wider socio-ecological systems (AACTE, 2010). This chapter argues that current approaches to social skills training through schools is not sufficient for children with ASD and calls for a multi-systemic approach to address social skills intervention in order to drive authentic inclusive practices for all children and young people. Inclusive education: Global issues & controversie
Teacher attitudes to inclusive education in Australia
No full textUnderstanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.Christopher Boyle, Kelly-Ann Allen, Jessica Grembeck
The importance of teacher attitudes to inclusive education
Full text linkRecognising the importance of teacher attitudes to inclusion is crucial for understanding the effectiveness of inclusive education in the school and/or community. It has been reported that teachers who are more positive to inclusion have more controlled learning environments compared to teachers with more negative attitudes to inclusion. The role of teachers is understated in many studies that have investigated inclusion and student experiences. It is important to understand the vital roles of teachers in fostering inclusive classrooms, and while inclusion in schools begins with the teachers, it is imperative that teachers themselves are supported by the education system through access to appropriate resources, and the provision of supportive leadership and effective policy.Christopher Boyle, Joanna Anderson, and Kelly-Ann Alle
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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