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"Symeonidou, Simoni"
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Understanding the value of inclusive education and its implementation: A review of the literature
European countries are increasingly committed to human rights and inclusive education. However, persistent educational and social inequalities indicate uneven implementation of inclusive education. This article reviews scholarly evidence on inclusion and its implementation, to show how inclusive education helps ensure both quality education and later social inclusion. Structurally, the article first establishes a conceptual framework for inclusive education, next evaluates previous research methodologies, and then reviews the academic and social benefits of inclusion. The fourth section identifies successful implementation strategies. The article concludes with suggestions on bridging the gap between inclusive education research, policy, and practice.
Journal Article
Purpose, Process and Future Direction of Disability Research
Purpose, Process and Future Direction of Disability Research brings together the collective experience of an international network of early career researchers who set out to discuss the complexity of researching disability. As newcomers to the research process, the researchers detail their apprehensions about embarking on doctoral research, together with the struggles they experienced along the way, and importantly the motivation that drove them to complete their projects.
eBook
Educating All Teachers for Inclusion
Abstract
This chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of policy for inclusive education in practice. The chapter considers key issues related to initial teacher education (ITE) and in-service teacher education and continuing professional development (CPD) that appear to be relevant albeit in differing degrees across most European countries.
The chapter builds on initial work completed in the European Agency project on Teacher Education for Inclusion (TE4I). The project concluded that the role of core values for inclusion (particularly in ITE) can be a critical factor in ensuring more inclusive education systems overall (European Agency, 2011, 2012).
A number of policy questions in relation to preparing teaching staff for inclusive education were highlighted in this work, but two critical issues are the focus here:
1. How all relevant policies can support flexible education opportunities in initial and continuing professional development for all teachers.
2. How all teachers can be supported to develop the skills to meet the diverse needs of all learners, including a clear understanding of effective learning strategies, such as learning to learn and active learning approaches.
Book Chapter
Researching Disability Politics
As I begin to write this chapter, I recall a book edited by Clough and Corbett (2000), in which key academics of inclusive education reflected on their background experience, explaining their journey of researching and theorizing about disability.
Book Chapter
Introduction
The content of this volume stems from the experiences of a network of early career researchers with an interest in researching disability. Each of us had recently completed doctoral research and following the encouragement of Professor Len Barton, we formed an international network to share our experiences about researching disability and to contemplate on the purpose, process and future direction of disability research.
Book Chapter
Concluding Remarks
The final chapter reviews the research experiences presented throughout the volume in an attempt to reflect on important issues raised from the contributors.
Book Chapter