Excluding the included: A reconsideration of inclusive education

Slee, Roger; Allan, Julie

doi:10.1080/09620210100200073

Cited by 241 publications

(158 citation statements)

References 17 publications

Supporting

Mentioning

143

Contrasting

Unclassified

Order By: Relevance

“…Yo pienso que [la interculturalidad] no tiene que ver solo con el profesorado, sino con toda la sociedad, porque el profesor puede decir una cosa, pero tú Además, entre las propuestas de transformación del enfoque tradicional, los participantes incorporan al discurso la metodología de las aulas inclusivas, en consonancia con el planteamiento de otros autores (Besalú y Tort, 2009;Casanova, 2011;Gallego et al, 2012;Slee y Allan, 2001), y señalan que la única manera de conseguir centros educativos realmen-te interculturales es a través de las escuelas inclusivas: «Si queremos centros interculturales, tenemos que aplicar metodologías inclusivas» (MPB19).…”

Section: Propuestas De Mejora En El Sistema Educativo Español Relaciounclassified

Discurso de futuros docentes acerca de la diversidad intercultural

Carpio

2015

PapRevSoc

View full text Add to dashboard Cite

ResumenEl discurso teórico sobre la diversidad intercultural se encuentra todavía muy alejado de la práctica. Una de las causas de esta distancia es la falta de formación de los docentes (presentes y futuros). Para poner en práctica el enfoque intercultural, resulta imprescindible conocer el discurso de los agentes que lo aplicarán. El objetivo de este análisis es doble: por un lado, conocer la perspectiva dominante del discurso intercultural en un estudio de caso con varias subunidades de futuros docentes y, por otro lado, determinar qué barreras identifican en relación con las prácticas interculturales en las escuelas.Para ello, se crearon 30 grupos de discusión entre el alumnado (302 estudiantes) de primer curso de grado en Educación Infantil y de grado en Educación Primaria de la Facultad de Educación de la Universidad de Alcalá (curso académico 2011-2012). Los resultados indican que, tal vez debido a la escasez de experiencia en diversidad intercultural, la principal perspectiva del discurso es compensatoria y asimilacionista, y, además, que hay cuatro barreras principales entre la teoría y la práctica: la escasez de conocimientos, la inconsistencia de los valores personales con la interculturalidad, las ideas estereotipadas y la falta de una visión transversal en el currículum. Palabras clave: formación inicial; educación intercultural; estereotipos; diversidad intercultural; formación de profesores; multiculturalismo.* Quiero mostrar mi agradecimiento al Dr. Juan Miguel Fernández-Balboa, por sus sabias aportaciones y recomendaciones; a la profesora Ana María Ayuso Álvarez, por su participación en el trabajo de campo, y, finalmente, al alumnado, por su colaboración.

show abstract

Section: Propuestas De Mejora En El Sistema Educativo Español Relaciounclassified

Discurso de futuros docentes acerca de la diversidad intercultural

Carpio

2015

PapRevSoc

View full text Add to dashboard Cite

show abstract

“…Their over-representation even in secondary special schools for young adults is therefore connected to this pitfall at the start of these students' schooling rather than the students' lack of cognitive ability or deficiency in their behavioural repertoire in any sense. As Gillborn and Youdell (2000, p.4 Slee & Allan, 2001) The analysis indicates how the structure of schools as organisations creates special educational needs rather than differences or diversity between individual pupils. The lack of holistic, contextual, and ecological perspectives is visible because the measures used to send these children to special schools emerge from being entirely concerned only with pupils' cognitive, emotional, and pathological problems.…”

Section: Evaluation and Diagnostics Proceduresmentioning

confidence: 99%

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

Iskandar¹

2014

JMER

View full text Add to dashboard Cite

The way categories, labels, and taxonomies are used depends upon national ideologies and nationally specific conceptions of citizenship and normality. Ethnicity, differences, disability and deviance are social constructions. Underachievement or overachievement in social (cognitive) performance or overrepresentation in special educational placements of certain groups of students is as much the product of categorisation or definitional processes as it is the workings of institutional procedures, patterns, and intransigence. In particular (Vocational), schools' inability to accommodate difference and diversity causes exclusion and alienation. Globalisation and hegemonic neo-liberal ideology make it difficult to create a genuinely inclusive society, to produce complete citizens, and to promote equity. This study analyses the placement of ethnic minority students in special education programmes. It begins with a review of empirical reports that problematise the phenomenon of overrepresentation of students with immigrant background in special schools for intellectually disabled students. The analysis that follows is conducted through the prism of a number of perspectives, including sociocultural/historical theory, the inclusive education movement, multicultural education, and critical pedagogical theories. While there is no evidence to suggest that such overrepresentation is nationwide, the phenomenon can be identified in large cities where there are concentrations of immigrants. Analysis demonstrates that the problem is related to, among other factors, unreliable assessment procedures and criteria for referral and placement; lack of culturally sensitive diagnostic tools; the static nature of tests, including embedded cultural bias; sociocultural problems, family factors, and language problems; lack of parental participation in decision-making; power differentials between parents and school authorities; institutional intransigence and prejudices; and large resource inequalities that run along lines of race and class.

show abstract

“…In line with these considerations, some researchers (Slee & Allan, 2001;Daniels, 2006) bring to the fore the contradictions emerging from the use of individual classification and categorisation tools as a way of promoting inclusive education and argue for the need to focus on school reorganisation and a removal of all barriers to learning and participation. In this regard, inclusive education is not concerned with a particular group of learners, but with the transformation of the education system in general (Armstrong, 2008) into a system capable of responding effectively to the totality of learners' diverse needs (European Agency for Development in Special Needs Education, in press).…”

Section: A Shift In Terminology Thinking and Practice?mentioning

confidence: 99%

International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?

D’Alessio

Watkins

2009

Research in Comparative and International Education

View full text Add to dashboard Cite

This article has been especially written by the journal Guest Editors as an introduction to key issues in making international comparisons regarding inclusive policy and practice. The authors argue that there is a very real amplification of the methodological problems faced by researchers working in comparative education when they consider the field of special and inclusive education. Two 'problem' areas are discussed: (i) the incomparability of terminology -words such as inclusion may or may not have the same meaning when translated into other languages and also other contexts; and (ii) the inherent methodological difficulties within the 'target' population of research in inclusive education -pupils with special educational needs are not identified, assessed or offered provision in the same ways within countries. This means that comparisons of approaches within countries are problematic -and comparison of these countries at an international level becomes extremely difficult. Therefore, the key question is exactly what can be usefully compared?

show abstract

Excluding the included: A reconsideration of inclusive education

Cited by 241 publications

References 17 publications

Discurso de futuros docentes acerca de la diversidad intercultural

Discurso de futuros docentes acerca de la diversidad intercultural

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?

Contact Info

Product

Resources

About