Inclusive Educational Practices around the World: An Introduction

Szécsi, Tünde; Giambo, Debra A.

doi:10.1080/00094056.2007.10522946

Cited by 6 publications

(2 citation statements)

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“…Teachers should gain competence not only in their subject matter but also in developing the ability to teach a diverse population of children in their classrooms. Professional educators interpret the policy on the basis of their own views, perceptions, experience, history, aspirations, values, intentions and preferred approaches (Kavkler et al, ; Szecsi & Giambo, ) in most countries; these are the people who decided to support the inclusive education model and work toward a one‐track education system.…”

Section: Discussionmentioning

confidence: 99%

Inclusive education in Georgia: current trends and challenges

Tchintcharauli¹,

Javakhishvili²

2017

British J Special Edu

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This article presents the first comprehensive study of the Georgian inclusive education system launched nationwide in 2006. An internationally recognised tool, the ‘Pathway to Inclusion – Barometer of Inclusive Education’, was applied within the country to highlight the current position of inclusive education in Georgia. The collected data were analysed against results from other countries. The comparison shows that Georgia has made progress towards inclusion; however, considerable work is still required to address drawbacks in policy and its implementation. The development of a monitoring system is advised as an effective means of advancement towards increased inclusion in the education system.

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Section: Discussionmentioning

confidence: 99%

Inclusive education in Georgia: current trends and challenges

Tchintcharauli¹,

Javakhishvili²

2017

British J Special Edu

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“…Bjarnason, 2013;Fox, 2011;Kim, 2011;Kim & Fox, 2011;López. 2009;López, 2008;Pearson, Watson, Stalker, Lerpiniere, Paterson & Ferrie, 2011;Szecsi & Giambo, 2007) and at an international level (Kim & Fox, 2011). Our research aims to complement these studies through the presentation of the theoretical approach, the policies, the practice and the experience of Spain and its autonomous communities.…”

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confidence: 99%

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

López-Torrijo

Andrés

2014

IES

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This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality.

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