Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Abstract

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Promoting inclusive education for diverse societies

“…Rather than a particular policy or practice related to a specific group of students/individuals, this definition identifies what characterises an ethos of inclusion (Rutkowski, Rutkowski and Engel, 2014[26]). It is believed that such an ethos requires a cultural change based on a shared commitment amongst staff at national, local and school levels (Ainscow, 2019[17]), and identifies communities of learners, shifting the focus of attention from the individual to the communal (Lynn Boscardin and Jacobson, 1997 [27]). In this sense, and because it is based on quite subjective notions, while inclusive education can be a common orientation recognised internationally, its implementation requires a certain sensitivity to the different cultures.…”

Building capacity for inclusive teaching

“…To respond to the challenges brought about by the COVID-19 pandemic, New Zealand provided an emergency fund to support well-being in education during school re-openings. Out of the fund's NZD 66 million (about EUR 39 million) 7 , NZD 16 million (EUR 9.5 million) 8 targeted the education work force's well-being (New Zealand Ministry of Education, 2020 [139]; OECD, 2020 [140]). In the United Kingdom, the teacher-led charity Education Support provides counselling and support to teachers and collects data on teacher well-being.…”

“… In Baltimore, Maryland, United States, the Happy Teacher Revolution connects teachers from heterogeneous backgrounds to share practices and strategies to promote their well-being through reflective communication and activities, such as yoga and meditation (Richards, 2020 [142]). [139]), $66 million for learner and educator well-being, https://www.education.govt.nz/news/66-million-for-learner-and-educator-wellbeing/ (accessed on 26 November 2020); OECD (2020 [140]), The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings, http://www.oecd.org/coronavirus/policyresponses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-duringschool-closures-and-school-re-openings-d593b5c8/ (accessed on 5 October 2020); O'Sullivan (2016 [133]), Teacher Well-being and Diversity: A manual for teachers in diverse educational settings, https://www.pdst.ie/sites/default/files/Teacher%20Wellbeing%20and%20Diversity%20Handbook%202019.p df (accessed on 26 October 2020); Richards (2020 [142]), Improve teacher well-being with self-care strategies and formalized peer connections, https://eab.com/insights/blogs/district-leadership/improve-teacherwellbeing/. (accessed on 29 September 2020).…”

The social and economic rationale of inclusive education

“…The relationship between education, individuals' life outcomes and societal outcomes 1. 3 The benefits and costs of inclusive education…”

“…Effects of exclusion and inclusion in education for diverse student groups Immigrants and refugees 2. 3 Students belonging to ethnic groups, national minorities and Indigenous peoples 2.4 Gender 2.5…”