Promoting inclusive practices in primary schools in Cyprus: empowering pupils to build supportive networks

Nicolaidou, Maria; Sophocleous, Antreas; Phtiaka, Helen

doi:10.1080/08856250600810666

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…Various publications have outlined ways in which students have participated in school improvement, such as the development of trainee teachers (Watts and Youens, 2007); promoting inclusive practices (Nicolaidou et al. , 2006) and sustaining attainment across the transition from Key Stage 1 to Key Stage 2 (Bearne, 2002).…”

Section: Discussionmentioning

confidence: 99%

Improving the transfer to secondary school: how every child's voice can matter

Ashton

2008

Support for Learning

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Children in their final year of primary school (Year 6) were asked about their experiences of transition to high school so far. This multi-method study included questionnaires, discussion, drawing and writing. The children raised a range of issues including mixed feelings; friends; bullying; getting lost; race; being the only child from their primary school; teachers; growing up; and school choice. Learning issues were rarely raised, suggesting that the social aspects of the move are most important for children at the end of Year 6. Most students wanted as much experience of their new school as possible, before they start attending there as a pupil. A key finding from this study is that children can be a very valuable resource in improving transition. Given accessible opportunities, which need not take up large amounts of time or resources, all children can inform the transition process and contribute to ongoing improvement.

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Section: Discussionmentioning

confidence: 99%

Improving the transfer to secondary school: how every child's voice can matter

Ashton

2008

Support for Learning

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“…All interested parties should participate in an inclusive educational process. "The mission and vision of inclusion determines the effectiveness of inclusive programs" (Nicolaidou, Sophocleous & Phtiaka, 2006).…”

Section: Resultsmentioning

confidence: 99%

Practice and Innovations of Inclusive Education at School

Kozibroda¹,

Kruhlyk²,

Zhuravlova³

et al. 2020

IJHE

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The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

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“…Hodson et al 2005). However, relatively simple strategies seemed to address the needs of children who may experience difficulties or feel left out, such as developing friendship schemes, circle time, games, peer mentoring, skills training, various clubs open to all students, and increasing awareness and acceptance of students with disabilities among peers (Arthur 2004;Denham et al 2006;Hodson et al 2005;Nicolaidou, Sophocleous, and Phtiaka 2006. ) In observing the inclusion of students with special educational needs into mainstream schools, Waite, Bromfield, and McShane (2005) reported on some factors that facilitated inclusion such as positive attitudes of included child, engaging topics, peer support, small group, and paired work.…”

Section: Inclusive Schoolsmentioning

confidence: 95%

“…A growing number of countries have legislated education of students with disabilities, especially in the 1990s, with commitment to inclusive education principles (e.g., Freire and César 2003;Harry 2005;Lesar, Cuk, and Pecek 2006;Muthukrishna 2002;Nicolaidou, Sophocleous, and Phtiaka 2006). In spite of a number of legislative moves, inclusive education has been surrounded by debates for various reasons.…”

Section: Introductionmentioning

confidence: 98%

Inclusion in PK‐12: an international perspective

Curcic

2009

International Journal of Inclusive Education

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Promoting inclusive practices in primary schools in Cyprus: empowering pupils to build supportive networks

Cited by 10 publications

References 8 publications

Improving the transfer to secondary school: how every child's voice can matter

Improving the transfer to secondary school: how every child's voice can matter

Practice and Innovations of Inclusive Education at School

Inclusion in PK‐12: an international perspective

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