Understanding inclusive education: ideals and reality

Haug, Peder

doi:10.1080/15017419.2016.1224778

Cited by 347 publications

(361 citation statements)

References 35 publications

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“…Although an inclusive school environment is emphasised in the Swedish educational system, the findings reported another reality, which according to Haug (2017) might reflect today's practical state of inclusive education in Europe. The findings revealed that this heterogeneous group of students with SEN perceived a need for accommodations in school activities to a high extent, primarily in school activities related to academic achievement, which indicates a non-inclusive school environment.…”

Section: Discussionmentioning

confidence: 84%

“…To respond to students' diversity, increase students' participation, and reduce exclusion within and from education, inclusive education is advocated (UNESCO 2005). Even though the design of learning activities and environments should originate from the diversity of students' learning needs to support participation for all students and decrease the need for individualised solutions (Booth and Ainscow 2011), the practical state of creating and implementing inclusive education has not come that far (Haug 2017). Students may therefore still need individualised changes to be made in the school environment, called 'accommodations', to fully participate.…”

Section: Introductionmentioning

confidence: 99%

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Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Yngve

Lidström

Ekbladh

et al. 2018

European Journal of Special Needs Education

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The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students' perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students' mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students' needs for support in school activities. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Yngve

Lidström

Ekbladh

et al. 2018

European Journal of Special Needs Education

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“…However, even today, there is no clear-cut theoretical definition of inclusion (Booth & Ainscow, 2002;Florian, 2014;Lesar, 2009;Mitchell, 2015). This article builds upon the broad understanding of inclusion (Haug, 2017), which can be characterized by the premise that inclusion is a matter of general theory of education, not only of special education (Slee & Allan, 2001), thus making diversity a guiding pedagogical credo in education. Therefore, the concept is not tied merely to students with special educational needs (SEN); it applies to all students who face barriers in learning and participation (Lesar, 2009) and to students in general, as it is the education system's responsibility to establish learning conditions for all children and to teach them to live in a diverse society (Black-Hawking, 2010; "The Salamanca Statement and Framework for Action on Special Needs Education," 1994).…”

Section: The Broad Concept Of Inclusionmentioning

confidence: 99%

“…The article focuses on Slovenian students-prospective school counselors-and their knowledge of, and attitudes toward, inclusion. Theoretically, the study builds upon a broad understanding of inclusion (Haug, 2017) and links it to a discussion on competencies of prospective educators, particularly school counselors.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Future School Counselors’ Competences for Inclusive Education

2018

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The article discusses results of a study that evaluated university students' competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students' average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students' grades do not seem to be a decisive factor, but field experience does play a role in students' competencies related to inclusive education.

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“…The analysis of international studies confirms that the relevance of educational institutions to the specific needs of the individual is crucial for the implementation of inclusive education. In this context, education has to be organized in a way that every student gets adequate and well-timed support for her / his learning and growth (Hasan, Halder, & Debnath, 2018;Haug, 2017;Maykus et al, 2014;Saloviita, 2018).…”

Section: Introductionmentioning

confidence: 99%

Interconnections Between Teachers’ Attitude And Inclusive Education

Pavitola¹,

Bethere²,

Usca³

2019

The European Proceedings of Social and Behavioural Sciences

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The study focuses on teachers' attitudes as a key element in ensuring optimal teaching and learning process. The topicality of the study is justified by the shortcomings in the reforms of the national education system related to the implementation of inclusive education, where one of the most important factors is the insufficient competence of teachers. The purpose is to study the teachers' subjective self-assessment of attitudes towards the implementation of the inclusive education in the context of a three-dimensional model, which includes the affective, behavioural and cognitive indicators of attitude. The research questions are:(1) How do attitudinal components affect teachers' involvement in inclusive education? and (2) What components of attitudes need to be updated in teacher education? A quantitative research methodology, based on correlational research design, is used to address the topic and the survey Attitudes towards Teaching All Students (ATTAS-mm) was employed. For statistical analysis a method of descriptive statistics, Kruskal-Wallis test, and Mann-Whitney test was applied. The study involves teachers with different backgrounds, professional qualifications and involvement in inclusive education. The results confirm that the affective and behavioural dimensions of the attitudes reveal a prevailing positive attitude and the readiness to create an accepting learning environment, whereas the cognitive dimension confirms the negative attitude. Improvement of the content of teacher study programs is necessary to prevent the development of such negative attitudes.

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Understanding inclusive education: ideals and reality

Cited by 347 publications

References 35 publications

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Evaluating Future School Counselors’ Competences for Inclusive Education

Interconnections Between Teachers’ Attitude And Inclusive Education

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