Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Hornby, Garry

doi:10.1111/1467-8578.12101

Cited by 180 publications

(220 citation statements)

References 35 publications

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“…The problems of the organization of inclusive education in modern education are linked primarily to the fact that the kindergarten, school, higher school as social institutions are focused on students, capable of moving at the pace specified by the standard program, for whom typical methods of pedagogical work are sufficient (Gordon (2014) ). On the one hand, the "mass education with its conservative concept in the form of a relatively homogeneous in success learning groups (classes), with the motivation of studying on the basis of regulatory assessment and interpersonal comparison, creates in the reality significant difficulties to implement the idea of inclusive education" (Alekhina & Alekseeva & Agafonova, (2011), Hornby (2015). On the other hand, the new federal state educational standards specify the requirements for the results of the students, including "willingness to listen to the interlocutor and have a dialogue; willingness to accept the possibility of existence of different points of view and the right for everyone to have his own point of view; willingness to express their opinions and argue their point of view and assessment of events" , Sukhoterina (2013)).…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Preparedness for Activity in the Context of Inclusive Practice

Kirillova¹,

Nabiullina²,

Faizrakhmanova³

2016

World Disability &Amp; Rehabilitation Conference

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The arrangement of available and quality education for individuals with special educational needs is a necessary condition for such people's successful socialization in society. The development of inclusion in education is one of the priority directions of public policy in Russia nowadays. However, there are various barriers that hinder inclusive education implementation. One of such barriers is unavailability of teaching staff to work in new conditions. The authors carried out a survey of teachers to reveal difficulties they experience in the course of entering an inclusive environment. Such obstacles as teachers' insufficient competence in the sphere of psychophysiological features of individuals with special educational needs; lack of technologies aimed to train individuals with special educational needs; psychological unavailability have been revealed. Main professional difficulties that teachers meet working at all stages of training (preschool, school, and higher school) connected with emotional rejection and knowledge of peculiarities of individuals with special educational needs are described. The results of the survey testify to the fact that teachers have embraced ideas and principles of inclusive education in Russia. The obtained data prove the necessity of teachers' vocational and psychological training for an appropriate work in the conditions of inclusive education.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Preparedness for Activity in the Context of Inclusive Practice

Kirillova¹,

Nabiullina²,

Faizrakhmanova³

2016

World Disability &Amp; Rehabilitation Conference

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“…In recognizing a third perspective that connects the integral and distinctive aspect of this field, I suggested that the concept of connective specialization might be useful (Norwich, 1996) and I continue to see its usefulness. It also relates to more recent ideas about inclusive special education (Hornby, 2015). Connective specialization refers to the interdependence of different specialisms and the sharing of a relatedness to the whole (Young, 1995).…”

Section: Policy Trends and Issuesmentioning

confidence: 98%

From the Warnock Report (1978) to an Education Framework Commission: A Novel Contemporary Approach to Educational Policy Making for Pupils With Special Educational Needs/Disabilities

Norwich

2019

Front. Educ.

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This paper argues that the significance of the Warnock Report after 40 years goes beyond the impact of its deliberations and recommendations on UK policy and practice and its wider international influence. The Report's significance also highlights the nature of provision for pupils with special educational needs (SEN) and disabilities and the changing context of policy making in contemporary liberal democratic society. This paper shows the strong inter-connection between SEN and inclusion with other aspects of educational provision as the basis for proposing that future policy directions depend on general policy processes. It then argues that policy for pupils with SEN illustrates the democratic deficits in educational and policy-making processes in general. It uses this analysis to conclude that without grappling with these bigger policy issues we cannot expect some crucial questions in the field to be addressed more coherently and convincingly either conceptually or practically. Drawing on a post-democracy political analysis (Crouch, 2000) and contemporary ideas about deliberative democracy (Fishkin, 2018), with a recognition of the plural values that underlie policy tensions (Dahl, 1982). It proposes an Education Framework Commission (EFC). The Commission would set policy priorities as a settlement that has the potential to reconcile plural and sometimes contrary value positions. It would aim to design a 10 year consensual educational policy framework, within which political parties and governments will work; a framework that could be renewed after this period. An EFC would cover all key aspects of education including designs for including the diversity of learners. Finding common ground between different social and political value perspectives involves deliberative democratic principles and approaches that could influence representative democratic policy making. Though this proposal arises in an English context it has international relevance to the project of renewing ideas and values about the nature of schooling in a way that takes genuine account of SEN and disabilities.

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“…Educational and psychological services should be offered to parents to assure their active involvement in inclusive practices. (Sileo and Prater, 2012;Hornby, 2014).…”

Section: Extended Summarymentioning

confidence: 99%

“…Kaynaştırma uygulamalarının başarılı bir şekilde sürdürülebilmesiyle, bu bireyler tüm gelişim alanlarında önemli ilerlemeler göstermektedir. Ayrıca, kaynaştırma ortamlarındaki eğitimler aracılığıyla toplumsal ortamlara uyum sağlama ve olabildiğince bağımsız yaşama doğrultusunda da önemli kazanımlar elde edebilmektedirler (Hallahan ve Kaufmann, 2009;Hornby, 2014;Turnbull, Turnbull, Wehmeyer ve Shogren, 2013). Kaynaştırma uygulamalarının başarılı olması için dikkat edilmesi gereken çeşitli etmenler söz konusudur.…”

Section: Introductionunclassified

“…Kaynaştırma uygulamalarının başarılı olması için dikkat edilmesi gereken çeşitli etmenler söz konusudur. Öğretmenlerin bilgi ve becerilerinin artması, normal gelişim gösteren ve kaynaştırma uygulamasındaki öğrenciler ile ailelerinin sürece hazırlanması, öğretimsel uyarlamaların yapılması ve fiziksel ortamın düzenlenmesi bu etmenlerden birkaçıdır (Hornby, 2014;Obiakor, Harris, Mutua, Rotatori ve Algozzine, 2012). Kaynaştırma uygulamasındaki öğrencilerin aileleriyle işbirliği yapılarak bu ailelerin kaynaştırma uygulamalarına katılımının sağlanması ise, kaynaştırma uygulamalarının başarıyla yürütülmesindeki en önemli etmenlerden bir tanesidir.…”

Section: Introductionunclassified

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Kaynaştırma Ortamlarında Ailelere Yönelik Eğitsel ve Psikolojik Hizmetler

2016

Sakarya University Journal of Education

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ÖzÖzel gereksinimli bireyin akranlarıyla birlikte kaynaştırma ortamlarında eğitim alması, özel eğitimin temel hedeflerinden birisidir. Başarılı bir kaynaştırma uygulamasındaysa okul-aile işbirliği oldukça önemlidir. Ailenin kaynaştırma uygulamalarına katılımı sağlandığında, aile ve özel gereksinimli birey kaynaştırma uygulamasından en üst düzeyde faydalanabilmektedir. Ailenin aktif katılımının sağlanabilmesi için, aileye eğitsel ve psikolojik hizmetler sunulmalıdır. Bu makalede çocuğu kaynaştırma ortamında eğitim alan ailelere yönelik eğitsel ve psikolojik hizmetler incelenmiştir.Anahtar Kelimeler: Aile, Ailelere Sunulan Hizmetler, Kaynaştırma, Özel Eğitim. Educational and Psychological Services for Parents in Inclusive Education Environments AbstractOne of the main objectives of special education is to enable individuals with special needs to receive education in inclusive education environments with their peers. Parent-teacher collaboration is quite important for a successful inclusive education practice. Maximum benefit can be provided for individuals with special needs and their parents when parents' involvement in inclusive practices is ensured. Educational and psychological services should be offered to parents to assure their active involvement in inclusive practices. This article deals with the educational and psychological services offered to parents having children receiving education in inclusive education environments.

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Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

Cited by 180 publications

References 35 publications

Teachers’ Preparedness for Activity in the Context of Inclusive Practice

Teachers’ Preparedness for Activity in the Context of Inclusive Practice

From the Warnock Report (1978) to an Education Framework Commission: A Novel Contemporary Approach to Educational Policy Making for Pupils With Special Educational Needs/Disabilities

Kaynaştırma Ortamlarında Ailelere Yönelik Eğitsel ve Psikolojik Hizmetler

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