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Dyson, Lily – Journal of the International Association of Special Education, 2014
This study examined the contexts of social inclusion within elementary school classrooms in Canada and China. Based on interviews, classroom teachers in two metropolitan cities in Canada and China reported their perspectives and experiences with regard to: (a) the state of social inclusion in general; (b) places where social inclusion took place…
Descriptors: Foreign Countries, Inclusion, Elementary School Students, Elementary School Teachers
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Shani, Michal; Koss, Cathie – International Journal of Inclusive Education, 2015
In an ideal school, where inclusion is implemented successfully, staff members collaborate and create an inclusive environment in their schools. In order to achieve such a sustainable environment of inclusion, pedagogical, organisational and psychological restructuring should occur, and a strong inclusion-oriented leadership has to be activated.…
Descriptors: Foreign Countries, Inclusion, Elementary School Students, Disabilities
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Barton, Erin E.; Smith, Barbara J. – Topics in Early Childhood Special Education, 2015
Although considerable progress has been achieved regarding the research and laws supporting preschool inclusion, access to inclusive preschool environments remains intangible for many children with disabilities in the United States. The purpose of this article is to discuss current challenges and solutions to high-quality preschool inclusion. We…
Descriptors: Early Childhood Education, Special Education, Preschool Education, Inclusion
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Lauchlan, Fraser; Greig, Susan – Support for Learning, 2015
In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school…
Descriptors: Foreign Countries, Inclusion, Mainstreaming, Disabilities
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McWhirter, Paula T.; Brandes, Joyce A.; Williams-Diehm, Kendra L.; Hackett, Shannon – Teacher Development, 2016
The purpose of this investigation was to determine the extent to which pre-service educators' interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three…
Descriptors: Preservice Teacher Education, Teacher Educators, Teacher Characteristics, Teacher Attitudes
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Idsoe, Ella Maria Cosmovici – Emotional & Behavioural Difficulties, 2016
We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to…
Descriptors: Affective Behavior, Well Being, Student Behavior, Social Environment
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Muccio, Leah S.; Kidd, Julie K.; White, C. Stephen; Burns, M. Susan – Topics in Early Childhood Special Education, 2014
This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…
Descriptors: Federal Programs, Early Childhood Education, Inclusion, Barriers
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Sakiz, Halis; Woods, Charlotte – International Journal of Inclusive Education, 2015
Developing inclusion in schools has been an objective for many countries in recent decades, giving rise to a variety of definitions, policy-making activities and school practices. This paper focuses on the attempts made towards inclusion of students with disabilities in Turkey. We start by introducing inclusive education and its parameters, and…
Descriptors: Inclusion, Disabilities, Mainstreaming, Educational Legislation
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Hansen, Janne Hedegaard – International Journal of Inclusive Education, 2012
In this article, I will argue that a theoretical identification of the limit to inclusion is needed in the conceptual identification of inclusion. On the one hand, inclusion is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that inclusion has a limit in the pedagogical practice. However,…
Descriptors: Identification, Inclusion, Educational Practices, Concept Formation
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Lange, Elizabeth; Baillie Abidi, Catherine – New Directions for Adult and Continuing Education, 2015
This chapter summarizes the key themes across the articles on transnational migration, social inclusion, and adult education, using Nancy Fraser's framework of redistributive, recognitive, and representational justice.
Descriptors: Social Justice, Adult Education, Migrants, Immigrants
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Charaniya, Nadira K.; West Walsh, Jane – New Directions for Adult and Continuing Education, 2015
This chapter provides details of a collaborative research journey and makes a case for the inclusion of collaborative inquiry as an accepted doctoral research approach.
Descriptors: Research, Cooperation, Inquiry, Research Methodology
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Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; Huan, Vivien S. – Asia Pacific Journal of Education, 2016
Teachers' positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers' first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools.…
Descriptors: Foreign Countries, Teaching Experience, Inclusion, Teacher Attitudes
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Poon-McBrayer, Kim Fong – International Journal of Inclusive Education, 2014
As a worldwide movement, some forms or stages of inclusive education have been experimented and/or mandated in various countries since the mid-1970s. Integration was piloted in Hong Kong in 1997 and remains the official rhetoric and policy. Three developmental phases of inclusive education, namely, integration, integration in transition to…
Descriptors: Foreign Countries, Social Integration, Inclusion, Special Needs Students
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Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A. – International Journal of Inclusive Education, 2015
Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…
Descriptors: Foreign Countries, Preschool Education, Preschool Children, Inclusion
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Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo – European Journal of Special Needs Education, 2015
Inclusion of students with disabilities when appropriate is an important goal of special education for students with special needs. Full inclusion, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full inclusion on the…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Student Needs
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