Investigating inclusive practice in international schooling: a case study of two schools

Abstract

Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.

Pupil's role in educational design: Exploring what it means to have a say in primary school

“…Nevertheless, researchers have included children in the design process by not only understanding their limitations but focusing more on their abilities, which indicates a departure from a deficit view and a shift towards asset-and strength-based perspectives (Carales & López, 2020;López, 2017). Indeed, design theories in education essentially represent a paradigm shift from conventional one-size-fits-all approaches to tailored, dynamic methodologies that cater to different learning needs (Agustian, 2021;Boyle & Arnedillo-Sanchez, 2022). However, this phenomenon is not always visible in education, especially in primary education (Van de Sande & Kools, 2008).…”

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

“…The literature shows that many school stakeholders' understanding of inclusion extends beyond disabilities and special education needs and studies provide several strategies for improving inclusive practices [22]. However, there are disagreements among school stakeholders about how to define inclusion; namely, between the rhetoric of inclusion found in school documents and real-life classroom practices and between the original philosophy of education and current school admission policies [23]. Therefore, to take this crucial developmental step of promoting inclusive education in mainstream school contexts, we must first understand, address and overcome the environmental, physical, and behavioral challenges that children with disabilities face in such contexts [22].…”