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"Inclusive education."
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Kindergarten teachers' inclusive education literacy and self-efficacy: Anxiety and attitudes as mediators
Inclusive education, an educational ideology that promotes education without exclusion, discrimination, or categorization, is increasing in prominence worldwide. Since teachers are primarily responsible for its implementation, we surveyed 1,377 Chinese kindergarten teachers to examine
the roles of inclusive education anxiety and attitudes in the relationship between kindergarten teachers' inclusive education literacy and self-efficacy. The results showed that kindergarten teachers' inclusive education literacy significantly and positively predicted their inclusive
education self-efficacy, while inclusive education anxiety and attitudes had both independent and chain mediating roles in the relationship between inclusive education literacy and self-efficacy. These findings provide practical recommendations for school administrators, including enhancing
on-the-job training for kindergarten teachers, increasing the dissemination of inclusive education principles, and improving the inclusive education support system.
Journal Article
Advancing Inclusive Education: A Comparative Analysis of Special Schools and Inclusive Practices in Afghanistan
Background/purpose. This study investigates the state of education for Persons with Disabilities (PwDs) in Afghanistan, focusing on the challenges and opportunities within special vocational schools and inclusive education practices. Despite legislative frameworks like the 2004 Constitution and the ratification of the CRPD in 2012, systemic barriers such as resource shortages, geographic disparities, and socio-political instability hinder access to equitable education. This research aims to identify these gaps and propose actionable strategies to enhance educational inclusion. Materials/methods. Using a qualitative approach, the study integrates field data, document reviews, and semi-structured interviews with government officials, NGO representatives, and educators. Data was collected from multiple provinces, including insights from the Ministry of Education and NGOs operating special education and inclusive programs. Analytical emphasis was placed on legislative frameworks, institutional practices, and systemic challenges. Results. Findings reveal critical gaps in infrastructure, teacher training, and assistive technologies, with significant reliance on NGOs for program implementation. Despite incremental progress, geographic and gender disparities persist, and standardized diagnostic tools remain absent. Lessons from global models demonstrate the need for integrated, context-specific policies and sustained investments. Conclusion. Afghanistan requires a multi-stakeholder approach involving government, NGOs, and international partners to address systemic gaps. Investments in teacher training, infrastructure, and culturally relevant policies are crucial to achieving an inclusive and equitable education system for PwDs. This study provides recommendations for future strategies for advancing disability-inclusive education in conflict-affected regions.
Journal Article
Inclusive Education in South Africa and the Developing World
This book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world.
With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group.
Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.
eBook
Inclusive education, politics and policymaking : contemporary issues in education studies
\"A critical overview on the history of inclusive education policy and practice developments, with suggestions for possible ways forward\"-- Provided by publisher.
Book
The Irregular School
Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences?
Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.
The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.
The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.
eBook
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens
We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized groups in even more precarious positions—including students with dis/Abilities. Given this framing, we employed a critical systematic literature review that is cognizant of our positionalities, writing from the Global North, so that we can identify lines of inquiry related to global inclusive education that can disrupt global cultural hegemony. Global inclusive education was defined broadly from access to employment through a human right, systemic change, academic, social and emotional frameworks for students with dis/Abilities’ inclusion of all “regardless” of markers of difference. International inclusive education law was approached by affirming the aspirational visions of numerous United Nations’ conventions and policies that focused on social justice for Black, Indigenous and Youth of Color with dis/Abilities in education and global society, without necessarily accounting for the interactions between how macro (legal), meso (local contexts) and micro (student voices) are or are not considered in the global inclusive space.
Journal Article