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\"Overturns common misconceptions about charter schools, school \"choice,\" standardized tests, common core curriculum, and teacher evaluations. Teachers have always been devalued in the United States, but in recent years the pace and intensity of attacks by politicians, the media, and so-called education reformers have escalated sharply. Indeed, the \"bad teacher\" figure has come to dominate public discourse, obscuring the structural inequities that teachers and students face everyday. This book flips the script on enduring and popular myths about teachers, teachers unions, and education that inform policy discussions and choices. Some of these myths, such as \"student scores on standardized tests should be used to evaluate teachers,\" have ushered in an era of high-stakes exam-centric classrooms. Other myths, such as \"unions are good for teachers but bad for kids,\" have led to reduced protection and rights for teachers in public schools, making it harder for educators to serve their students. By unpacking these myths, and underscoring the necessity of strong and vital public schools as a common good, Ayers and Laura challenge readers - whether parents, community members, or policymakers - to rethink their own assumptions about teaching and education\"-- Provided by publisher.

Barriers to Inclusion offers a comparative and historical account of the rise of special education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how categorical boundaries, professional groups, social movements, and education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies.

This book focuses on themes related to special education, inclusive practices, individualized instruction, and assistive technology. It is particularly relevant to undergraduate students in education and special education, providing them with a comprehensive understanding of the tools, concepts, and strategies needed to support children with diverse learning needs. Practitioners in special education gain practical insights into designing and implementing effective individualized education plans (IEPs) and leveraging assistive technologies to enhance learning outcomes. Policymakers can draw from this knowledge to develop inclusive education policies that prioritize the needs of children with disabilities, and the general public becomes more aware of the importance of inclusive and supportive educational practices for all children.

This research aimed to identify the management of the inclusive learning process in elementary schools in Samarinda. This research focused on the inclusive learning process activities, including material, media, methods, models and learning activities in the classroom, the collaboration between students, relationships between students, teacher-student communication, and student learning outcomes. Data collection techniques used were observation, interviews, and documentation.  This qualitative descriptive study results can be concluded that the implementation of learning management in elementary schools in Samarinda has not been carried out maximally. This case is because the application of the inclusive learning in the elementary schools in Samarinda experiences several problems, including the lack of Special Advisory Teachers, the lack of socialization of learning management from the Educational Department to the schools, and the lack of cooperation that exists between schools and Special Schools.

This research aims to examine the role of self-efficacy and work engagement on the contextual performance of special guidance teachers in inclusive schools. Participants in this research were 101 special guidance teachers consisting of 86 women, 15 men; 22 people aged <30 years, 87 people aged 30-50 years, and 3 people aged >50 years. The data was collected through three scales, namely the self-efficacy scale, the modified UWES scale, and the contextual performance scale and was analysed using the linear regression technique on SPSS 25.00. The results showed that self-efficacy and work engagement together have a significant relationship to contextual performance with a magnitude of 31.2%. Partially, self-efficacy has a very significant role on contextual performance, with a magnitude of 13, 2%; likewise, work engagement has a very significant role in contextual performance with a magnitude of 16,7%. These results have implications on how organisations may improve special guidance teachers' contextual performance by enhancing their self-efficacy and work engagement.

This paper reviews the results of 63 empirical studies and reviews of research in order to identify those school leadership practices and dispositions likely to help improve equitable school conditions and outcomes for diverse and traditionally underserved students. Guided by a well-developed framework of successful school leadership, results indicate that most of the practices and dispositions in the framework can be enacted in ways that contribute to more equitable conditions and outcomes for students. A handful of these practices and dispositions appear to make an especially significant contribution to the development of more equitable schools as well as several additional practices and dispositions associated with equitable leadership merit mastery by equitably-oriented leaders. Among the especially significant practices are building productive partnerships among parents, schools, and the larger community as well as encouraging teachers to engage in forms of instruction with all students that are both ambitious and culturally responsive. Leaders are likely to be more effective when they adopt a critical perspective on the policies, practices, and procedures in their schools and develop a deep understanding of the cultures, norms, values, and expectations of the students’ families. The paper concludes with implications for practice and future research.

Purpose: The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations. Design/methodology/approach: The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors' participation in a multi-national longitudinal study, the International Successful School Principals' Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study. Findings: The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues. Research limitations/implications: Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations. Originality/value: Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Accessible communication comprises all measures employed to reduce communication barriers in various situations and fields of activity. Disabilities, illnesses, different educational opportunities and/or major life events can result in vastly different requirements in terms of how texts or messages must be prepared in order to meet the individual needs and access conditions of the recipients of accessible communication. This handbook examines and critically reflects accessible communication in its interdisciplinary breadth. Current findings, proposed solutions and research desiderata are juxtaposed with reports from practitioners and users, who provide insights into how they deal with accessible communication and highlight current and future requirements and problems.

Co-published with While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace.The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs.While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.