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Sheehy, Kieron; Wilson Kasule, George; Chamberlain, Liz – International Journal of Disability, Development and Education, 2021
There is a complementarity between Uganda's aim for 'education for all' and the pedagogy indicated as underpinning Uganda's child-focused thematic curriculum. However, child-focused pedagogies are rare. The case is made that child-led research is an appropriate model for developing inclusive classroom practice. This research is the first to…
Descriptors: Foreign Countries, Teacher Attitudes, Beliefs, Student Centered Learning
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Wang, Yan; Zhang, Wenxiu – International Journal of Disability, Development and Education, 2021
The present study focuses on the relationships between principal support, school-wide inclusive practices, teacher agency, and teachers' professional skills in the Chinese context of inclusive education -- Learning in Regular Classroom. Data were collected from 1,676 primary and junior high school teachers in China. Results of structural equation…
Descriptors: Principals, Administrator Role, Teacher Competencies, Inclusion
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Nikolic, Gordana; Cvijetic, Marija; Brankovic, Nataša; Ðordic, Dejan; Johnstone, Christopher – International Journal of Disability, Development and Education, 2020
The aim of this study was to better understand the gaps between policy and practice in inclusive education for the Republic of Serbia. The study compared the academic achievement in Mathematics of comparable students with mild intellectual disabilities (MID) in the fifth and sixth grade who attend typical elementary schools and special schools. A…
Descriptors: Educational Policy, Educational Practices, Inclusion, Mathematics Achievement
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Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona – International Journal of Disability, Development and Education, 2020
We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group, and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for…
Descriptors: Foreign Countries, Students with Disabilities, Inclusion, Models
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Bastas, Meryem; Altinay, Zehra – International Journal of Disability, Development and Education, 2019
The aim of the research study aims to evaluate human resource management policies and strategies in higher education practices. As this research relies on qualitative nature, self report was conducted in order to gain experiences of research participants about human resources management process. In addition to this, maximum variation was conducted…
Descriptors: Human Resources, Disabilities, Educational Quality, Higher Education
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Hodge, Samuel R.; Haegele, Justin; Gutierres Filho, Paulo; Rizzi Lopes, Gleides – International Journal of Disability, Development and Education, 2018
The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour.…
Descriptors: Foreign Countries, Physical Education, Teacher Attitudes, Beliefs
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Sharma, Umesh; Jitoko, Filipe; Macanawai, Setareki S.; Forlin, Chris – International Journal of Disability, Development and Education, 2018
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education…
Descriptors: Pacific Islanders, Inclusion, Educational Practices, Disabilities
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Bamu, Beryl Ndongwa; De Schauwer, Elisabeth; Verstraete, Sara; Van Hove, Geert – International Journal of Disability, Development and Education, 2017
Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with…
Descriptors: Inclusion, Hearing Impairments, Secondary School Students, Qualitative Research
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Lui, Ming; Yang, Lan; Sin, Kuen-Fung – International Journal of Disability, Development and Education, 2017
Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices--learning support and school climate--on the psychological and behavioural functioning (PBF) of students…
Descriptors: Special Needs Students, Educational Practices, Parent Attitudes, Educational Environment
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Vlachou, Anastasia; Fyssa, Aristea – International Journal of Disability, Development and Education, 2016
This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged…
Descriptors: Inclusion, Disabilities, Mainstreaming, Preschool Education
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Falkmer, Marita; Anderson, Katie; Joosten, Annette; Falkmer, Torbjörn – International Journal of Disability, Development and Education, 2015
Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents' perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child…
Descriptors: Parent Attitudes, Children, Autism, Pervasive Developmental Disorders
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Sheehy, Kieron; Budiyanto – International Journal of Disability, Development and Education, 2015
This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit…
Descriptors: Foreign Countries, Inclusion, Mixed Methods Research, Questionnaires
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Carrington, Suzanne; Saggers, Beth; Adie, Lenore; Zhu, Nan; Gu, Dingqian; Hu, Xiaoyi; Wang, Yan; Deng, Meng; Mu, Guanglun Michael – International Journal of Disability, Development and Education, 2015
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional…
Descriptors: Foreign Countries, Inclusion, National Standards, Cross Cultural Studies
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Chu, Yin-An; Zhang, Liang-Cheng – International Journal of Disability, Development and Education, 2015
This study is concerned with the current job preparation programmes for special education students in Taiwan. Two hundred and three randomly selected special education teachers in Northern Taiwan responded to a questionnaire about job-related social skills. The relationship between teachers' demographic characteristics and their teaching of…
Descriptors: Special Education, Investigations, Interpersonal Competence, Special Education Teachers
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Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia – International Journal of Disability, Development and Education, 2015
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…
Descriptors: Multidimensional Scaling, Inclusion, Classroom Techniques, Classroom Environment
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