Inclusion in PK‐12: an international perspective

Curcic, Svjetlana

doi:10.1080/13603110801899585

Cited by 46 publications

(31 citation statements)

References 56 publications

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“…Our results are consistent with other literature, that for those with more severe impairments, the expertise of the teaching staff is crucial to their participation. While there has been important movement towards the inclusion of children with disabilities in mainstream schools, there remain ongoing challenges for their participation in mainstream settings . Evidence suggests that there are greater participation benefits in mainstream schools for students with higher physical function compared to those with lower physical function .…”

Section: Discussionmentioning

confidence: 99%

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Cleary

Taylor

Dodd

et al. 2019

Develop Med Child Neuro

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Aim To explore the barriers to and facilitators of physical activity for young people with cerebral palsy in specialist schools. Method Eleven focus groups involving 73 participants (10 young people with cerebral palsy, 13 parents of children with cerebral palsy, 27 teachers, 23 therapists) were held at two specialist schools. Focus groups were audio‐recorded and transcribed verbatim. Transcripts were analysed using inductive thematic analysis by two researchers, independently. Results Four main themes emerged from the focus groups: school priorities; student factors; staffing and environment; and roles and relationships. Physical activity was promoted when academic work and physical activity were seen as equally important school priorities. Student factors that reduced physical activity included fluctuating health, school absences, and protracted rehabilitation after surgery. The staffing and environment unique to specialist schools played a pivotal role in assisting students to be active, as was the importance of collaborative, relationship‐based care. Interpretation Physical activity programmes developed in specialist schools need to take into consideration complexities associated with the age, developmental stage, and academic requirements of young people with cerebral palsy. Particularly for adolescents, motivation was discussed as having a substantial influence on physical activity participation. These findings may assist school leadership teams, clinicians, and teachers in planning physical activity interventions. What this paper adds Specialist schools offer custom‐built environments that promote physical activity and inclusion for students with physical impairments. Therapists and teaching staff work creatively and collaboratively to incorporate an ‘all‐day’ approach to providing physical activity opportunities. Balancing time spent on physical activity versus academic work can cause tension.

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Section: Discussionmentioning

confidence: 99%

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Cleary

Taylor

Dodd

et al. 2019

Develop Med Child Neuro

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“…Legislation and government policy in most (if not all) Western countries, and in many others, have begun to redress this educational inequity but we are still a considerable distance from the reality of fully inclusive schools and classrooms (e.g. Curcic 2009;Drudy and Kinsella 2009;Melekoglu, Cakiroglu, and Malmgren 2009). Furthermore, while one might be seduced by policies and associated rhetoric to believe that inclusive education is not only common but universal, the reality is quite different.…”

Section: Introductionmentioning

confidence: 93%

Modelling inclusive practices in postgraduate tertiary education courses

Ashman

2010

International Journal of Inclusive Education

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This paper is a teaching reflection. It gives an account of the delivery of two courses dealing with inclusive education. Both were delivered via external mode at the postgraduate level (i.e. distance education including web-based presentations and alternative resource delivery). While university education lecturers often talk about, and promote, Universal Design for Learning (UDL) and curriculum differentiation as the foundations of inclusive education, they do not appear to apply the relevant principle to their own teaching in tertiary education. The delivery of the two courses described herein was based upon UDL, curriculum differentiation and professional learning essentials. Overall, the participants reported gaining knowledge and skills in a flexible learning context that they were able to pass on to their own students in a variety of teaching-learning settings.

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“…In a comprehensive meta-synthesis of inclusive practices in 18 countries from 1996 to 2006, Curcic (2009) concluded that although there is consensus on the philosophy and spirit of inclusion, it is impossible to standardize inclusive practices across countries given the wide ranging diversity of history, levels of economic, social, and educational development, and uniqueness of cultures represented.…”

Section: Variations In Inclusive Educational Practicesmentioning

confidence: 99%

“…Arguably, the success of inclusion cannot hope to rest on legislation alone. What is stipulated in legislation is not necessarily translated adequately into practice (Curcic, 2009). In reality, it is teachers who play the most pivotal role in making inclusion work (Sharma, Forlin, Loreman, & Earle, 2006).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ experience with inclusive education in Singapore

Yeo

Chong

Neihart

et al. 2014

Asia Pacific Journal of Education

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Teachers' positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers' first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers' positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils' progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers' attitudes towards inclusion were highlighted.

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Inclusion in PK‐12: an international perspective

Cited by 46 publications

References 56 publications

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Modelling inclusive practices in postgraduate tertiary education courses

Teachers’ experience with inclusive education in Singapore

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