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Education; New Findings on Education Described by Investigators

at University of Stellenbosch (Establishing Inclusive Schools:
Teacher's Perceptions of Inclusive Education Teams)
Education; new findings on education described by investigators at university of stellenbosch (establishing
inclusive schools: Teacher's perceptions of inclusive education teams). (2019, Apr 17). Education Letter
Retrieved from https://search.proquest.com/docview/2210399032?accountid=47253
Abstract
None available.
Full Text
2019 APR 17 (VerticalNews) -- By a News Reporter-Staff News Editor at Education Letter -- Investigators publish
new report on Education. According to news reporting originating from Stellenbosch, South Africa, by
VerticalNews correspondents, research stated, "The international debate on colonisation is gaining momentum,
primarily in the Americas, Africa and Australasia. Recent incidents in South Africa, such as the Fallist movement
and the protest over rules on black girl's hair at certain schools, have sparked renewed debates on (de-
)colonisation in the education system."
Our news editors obtained a quote from the research from the University of Stellenbosch, "It has become critical
that those concerned with the transformation of education in a post-colonial, post-apartheid South Africa
consider socio-political and historic contextual factors. This is especially the case when it comes to their
endeavours to implement inclusive education, with its imperative to provide equal and quality education and
support for all. Educational transformation in South Africa is based on systemically positioned support structures.
However, these structures have their roots in countries that do not have the same sociopolitical history and
current contextual constraints as developing countries. This research aims to understand the perceptions of
teachers regarding the role Inclusive Education Teams (IETs) play in establishing an inclusive school in the
Western Cape Province. For this case study, participants were purposefully selected from an inclusive school.
Data were collected through semi-structured individual interviews and a focus group discussion."
According to the news editors, the research concluded: "The findings show that, despite the in-service training
provided by the IET, teachers still need continuous, contextually responsive support."
For more information on this research see: Establishing Inclusive Schools: Teacher's Perceptions of Inclusive
Education Teams. SOUTH AFRICAN JOURNAL OF EDUCATION, 2018;38(4):. SOUTH AFRICAN JOURNAL OF
EDUCATION can be contacted at: Education Assoc South Africa, Science Africa, PO Box 11890, Silver Lakes,
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0054, South Africa.
The news editors report that additional information may be obtained by contacting L.M. Dreyer, University of
Stellenbosch, Faculty of Education, Dept. of Education and Psychology, Stellenbosch, South Africa. and can be
your direct source for a journal article and its citation.
Keywords for this news article include: Stellenbosch, South Africa, Africa, Education, University of Stellenbosch.
Our reports deliver fact-based news of research and discoveries from around the world. Copyright 2019, NewsRx
LLC
The citation for this news report is: NewsRx. New Findings on Education Described by Investigators at University
of Stellenbosch (Establishing Inclusive Schools: Teacher's Perceptions of Inclusive Education Teams). Education
Letter. April 17, 2019; p 148.
Copyright 2019, NewsRx LLC
Subject Schools;
Education;
Teachers
Location Africa; Australasia; South Africa
Company / organization Name: University of Stellenbosch

NAICS: 611310
Identifier / keyword Stellenbosch; South Africa; Africa; Education
Title Education; New Findings on Education Described by

Investigators at University of Stellenbosch (Establishing
Inclusive Schools: Teacher's Perceptions of Inclusive
Education Teams)
Publication title Education Letter; Atlanta
First page 148
Publication year 2019
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Publication date Apr 17, 2019
Publisher NewsRx
Place of publication Atlanta
Country of publication United States, Atlanta
Publication subject Education
ISSN 19381840
Source type Wire Feeds
Language of publication English
Document type News
ProQuest document ID 2210399032
Document URL https://search.proquest.com/docview/2210399032?

accountid=47253
Copyright Copyright 2019, NewsRx LLC
Last updated 2019-09-12
Database ProQuest Central
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document 2 of 23
Education; Reports from University of KwaZulu-Natal Highlight

Recent Findings in Education (Decolonising Inclusive Education
In Lower Income, Southern African Educational Contexts)
Education; reports from university of KwaZulu-natal highlight recent findings in education (decolonising inclusive
education in lower income, southern african educational contexts). (2019, Apr 17). Education Letter Retrieved
from https://search.proquest.com/docview/2210396022?accountid=47253
Abstract
None available.
Full Text
2019 APR 17 (VerticalNews) -- By a News Reporter-Staff News Editor at Education Letter -- Investigators publish
new report on Education. According to news reporting originating in Durban, South Africa, by VerticalNews
journalists, research stated, "The article proposes the need for the decolonising of the inclusive education
movement in Southern African educational contexts. It draws on the authors' own research and reflexive
engagement over the last five years on inclusive education policy formulation and implementation in selected
Southern African contexts, namely, Botswana, Namibia, South Africa, and Malawi."
The news reporters obtained a quote from the research from the University of KwaZulu-Natal, "The article
interrogates inclusive education policy enactment in the four country contexts through the lens of the theory of
practice architectures, focusing mainly on the 'sayings' and 'performings.' The analysis highlights that discourses
of inclusive education, which continue to be influenced by traditional special education ideologies from the global
North and appropriated by the South have the power to undermine or subvert the inclusive education agenda in
contexts shaped by neo-colonialism. The article argues for a critical inclusive education agenda located within
social justice theory to enable the decolonising of inclusive education."
According to the news reporters, the research concluded: "The reflexive and ethical stance of a social justice
framework has the power to identify, untangle and disrupt pervasive special education notions from the North,
and challenge education administrators, school leaders at all levels and teachers to engage in ideological critique
as they enact inclusive education policy and seek to address exclusion and oppression within the education
system."
For more information on this research see: Decolonising Inclusive Education In Lower Income, Southern African
Educational Contexts. SOUTH AFRICAN JOURNAL OF EDUCATION, 2018;38(4):. SOUTH AFRICAN JOURNAL OF
EDUCATION can be contacted at: Education Assoc South Africa, Science Africa, PO Box 11890, Silver Lakes,
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0054, South Africa.
Our news correspondents report that additional information may be obtained by contacting N. Muthukrishna,
University of KwaZulu-Natal, Coll Humanities, School of Education, Durban, South Africa. and can be your direct
source for a journal article and its citation.
Keywords for this news article include: Durban, South Africa, Africa, Education, Education Policy, Special
Education, University of KwaZulu-Natal.
LLC
The citation for this news report is: NewsRx. Reports from University of KwaZulu-Natal Highlight Recent Findings
in Education (Decolonising Inclusive Education In Lower Income, Southern African Educational Contexts).
Education Letter. April 17, 2019; p 196.
Subject Special education;

Social justice;
Education policy;
Neocolonialism
Location Botswana; Africa; Malawi; South Africa; Namibia
Company / organization Name: University of KwaZulu-Natal

NAICS: 611310
Identifier / keyword Durban; South Africa; Africa; Education; Education Policy;

Special Education
Title Education; Reports from University of KwaZulu-Natal

Highlight Recent Findings in Education (Decolonising
Inclusive Education In Lower Income, Southern African
Educational Contexts)
First page 196
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Publisher NewsRx
ISSN 19381840
Document type News

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document 3 of 23
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Should we move from special education to inclusive education?

Perspectives and possibilities of advance
Rodolfo, C. V. (2018). Should we move from special education to inclusive education? perspectives and
possibilities of advance. Alteridad, 13(2), 251-261. doi:http://dx.doi.org/10.17163/alt.v13n2.2018.08
Abstract
The present work is the result of an investigation that had as objective to analyze the beliefs about the inclusion
of people with disabilities in the teaching of a disabled student. The purpose of this text is to problematize the
idea that inclusive education is a discursive and representational space that has been given thanks to the
transition or continuity of special education. The methodology is qualitative with a descriptive scope from an
interpretative paradigm. A questionnaire was used with 13 open questions made to 61 teachers of compulsory
education, all students of the master in Pedagogy of a Higher Education Institution in the city of Puebla. The
results were given a speech type of analysis. The results indicate that although some discourses have shown an
almost antagonistic division, for teachers mixing and complementing is necessary, that is, the knowledge of
special education complements the principles of equality, equity and non-discrimination of the inclusive
education. The reached conclusions show the need for complementarity between inclusive education and special
education to advance in a human development project.
El presente trabajo es resultado de una investigación que tuvo como objetivo analizar las creencias que sobre la
inclusión de personas con discapacidad tienen los profesores al atender a un estudiante en situación de
discapacidad. El propósito de este texto es problematizar la idea que la educación inclusiva es un espacio
discursivo y representacional que no se ha dado gracias a la transición o continuidad de la educación especial. La
metodología es de corte cualitativo con alcance descriptivo desde un paradigma interpretativo. Se utilizó un
cuestionario con 13 preguntas abiertas realizadas a 61 profesores de educación obligatoria todos estudiantes de
la maestría en Pedagogía de una Institución de Educación Superior de la ciudad de Puebla. El tipo de análisis que
se dio a los resultados fue de discurso. Los resultados señalan que a pesar de que en algunos discursos se ha
mostrado una división casi antagónica, para los profesores la mixtura y complementariedad es necesaria, es
decir, el saber de la educación especial complementa los principios de igualdad, equidad y no discriminación de
la educación inclusiva. Las conclusiones a las que se llega es la necesidad de complementariedad entre la
educación inclusiva y la educación especial para avanzar en un proyecto de desarrollo humano.
O presente trabalho resulta de uma pesquisa cujo objetivo foi o de analisar as crenças que os professores têm
sobre inclusão de pessoas com deficiência, ao atender um estudante que se encontra nesta situação. O propósito
deste texto é o de problematizar a ideia de que a educação inclusiva é um espaço discursivo e representativo
que não aconteceu graças à transição ou continuidade da educação especial. A metodologia se coloca em uma
perspectiva qualitativa com alcance descritivo a partir de um paradigma interpretativo. Utilizou-se um
questionário com 13 perguntas abertas realizadas a 61 professores de educação obrigatória, todos eles
estudantes do mestrado em Pedagogia de uma Instituição de Educação Superior da cidade de Puebla. O tipo de
análise aplicada aos resultados foi do discurso. Os resultados assinalam que apesar de que em alguns
argumentos emerge uma divisão quase antagónica, para os professores a mistura e complementariedade é
necessária, ou seja, o fato de saber que a educação especial complementa os princípios de igualdade, equidade
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e não discriminação da educação inclusiva. As conclusões às quais se chega diz respeito à necessidade de
complementariedade entre a educação inclusiva e a educação especial para proporcionar o avanço de um projeto
de desenvolvimento humano.
Details

Multicultural education
Identifier / keyword Inclusive education; disability; discourse; special education;

teachers; education; Educación inclusiva; discapacidad;
discurso; educación especial; profesores; educación;
Educação inclusiva; Pessoas com deficiência;
Educação especial; Professores; Educação
Title Should we move from special education to inclusive

education? Perspectives and possibilities of advance
Author Rodolfo Cruz Vadillo
Publication title Alteridad; Cuenca
Volume 13
Issue 2
Source details Educación y Sexualidad
Pages 251-261
Publication date Jul-Dec 2018
Section MISCELLANEOUS SECTION
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Publisher Universidad Politécnica Salesiana del Ecuador
Place of publication Cuenca
Country of publication Ecuador, Cuenca
ISSN 1390325X
Source type Scholarly Journals
Document type Journal Article
DOI http://dx.doi.org/10.17163/alt.v13n2.2018.08

accountid=47253
Copyright © 2018. This work is licensed under

http://creativecommons.org/licenses/by-nc-sa/4.0/ (the
“License”). Notwithstanding the ProQuest Terms and
Conditions, you may use this content in accordance with the
terms of the License.
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document 4 of 23
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Meeting of Special Education and Inclusive Education: The

training of mediator teachers in the field of intellectual disability
Anna Augusta Sampaio, d. O. (2018). Meeting of special education and inclusive education: The training of
mediator teachers in the field of intellectual disability. Educação Unisinos, 22(2), 138-146. Retrieved from
https://search.proquest.com/docview/2056189909?accountid=47253
Abstract
The teacher training aimed at the work with inclusive education with a focus on intellectual disabilities has been
characterized as a major national challenge. Thus, the research strategies for training occupies an important
place in this debate, in the search for solutions to equip ordinary teachers in a pedagogical practice that meets
the needs of students with intellectual disabilities. Therefore, the objective of this study was to train specialist
teachers of the Municipal Net of Education of São Paulo, through a pyramidal strategy, to act as mediators with
their peers. The study included 220 professionals, who were responsible for training their peers in school,
through a pyramidal strategic planning. The analysis based on questionnaires answered by mediator teachers,
their descriptive comments, and records in field diary shows that the pyramidal strategy was favorable and that
the necessary training reached its destination: the teacher of the common class.
Details
Subject Intellectual disabilities;

Education;
Teachers;
Strategic planning
Identifier / keyword teacher training; pyramidal strategy; intellectual disability
Title Meeting of Special Education and Inclusive Education: The

training of mediator teachers in the field of intellectual
disability
Author Anna Augusta Sampaio de Oliveira
Publication title Educação Unisinos; São Leopoldo
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Volume 22
Issue 2
Pages 138-146
Publication date Apr-Jun 2018
Section Articles
Publisher Universidade do Vale do Rio dos Sinos - UNISINOS, Editoria

de Periódicos Científicos
Place of publication São Leopoldo
Country of publication Brazil, São Leopoldo
ISSN 1519387X
Language of publication Portuguese
Publication history
Online publication date 2018-05-25
Milestone dates 2018-05-23 (Created); 2017-01-06 (Submitted); 2018-05-

25 (Issued); 2018-05-25 (Modified)
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accountid=47253
Copyright © 2018. This work is published under

http://creativecommons.org/licenses/by/4.0/ (the
24/01/2020, 7)01 PM
document 5 of 23
Poland : Industry education and inclusive education - visit of the

deputy minister of education in Rzeszw and Przemysl
Poland : Industry education and inclusive education - visit of the deputy minister of education in rzeszw and
przemysl. (2018). MENA Report, Retrieved from https://search.proquest.com/docview/2016093688?
accountid=47253
Abstract
None available.
Full Text
Changes in the system of industry and technical education as well as inclusive education as well as education of
students with special educational needs - these are the main topics of the Monday visit of Marzena Macha?ek,
Secretary of State at the Ministry of National Education in the Podkarpackie Province.
March 19 this year in Rzeszw, the deputy head of the Ministry of National Defense participated in the opening of
the regional conference entitled "Profession-perspective for the future." At the Theological-Pastoral Institute
there were present vocational school principals, employers cooperating with them, representatives of the
Voivodship Labor Office, current coordinators for vocational education by the school guardian, and directors from
the Council for Vocational Education appointed by the minister of education.
In her speech, Deputy Minister Marzena Macha?ek pointed out that the Ministry of National Education will strive
to provide well-organized career counseling in every county.
- All interested parties must be involved in vocational training - employers, schools, local governments and
ministries. The employer should be present not only in practical training of the profession or development of core
curricula, but also in career counseling, promotion of the profession and teacher education - said the Secretary
of State in the Ministry of Education. - Schools and technology must attract young people. However, young
people need to know why they go to this type of school - added Marzena Macha?ek.
On the other hand, in Przemy?l, the deputy minister of education participated in the conference entitled
Inclusive education, education and development of pupils with special educational needs in a changing school ".
This event was addressed to the directors of schools, kindergartens and educational institutions.
During his speech and discussion with the participants, the deputy head of the Ministry of Education emphasized
that inclusive education is not only focused on a student with disabilities.
- It is the education of dialogue and acceptance, in which every student and every teacher can find their place -
pointed out the deputy minister of education. - Everyone, regardless of their limitations, has specific talents. We
pay special attention to children with special educational needs. We prepare teachers to work with students, we
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create specific tools for them - she added.
Marzena Macha?ek, Secretary of State at the Ministry of Education, also said that the best therapist is a
colleague from the bench and that's how inclusive education should be understood.
- This education is needed for students with disabilities, but also for a colleague in a bench who learns
responsibility and help, prepares for life in society - said the deputy minister of education.
At the conference in Przemy?l organized by the Podkarpackie Teacher Education Center, the branch in Przemy?l
was also attended by Joanna Wilewska, director of the Department of Education and Integration Education at the
Ministry of National Education.
© 2018 Al Bawaba (Albawaba.com) Provided by SyndiGate Media Inc. (Syndigate.info).
Subject Vocational education;

Schools;
Core curriculum;
Secondary school students;
Teacher education
Location Poland
Company / organization Name: Department of Education

NAICS: 923110
Title Poland : Industry education and inclusive education - visit of

the deputy minister of education in Rzeszw and Przemysl
Publication title MENA Report; London
Publication date Mar 21, 2018
Section Industry
Publisher Albawaba (London) Ltd.
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Place of publication London
Country of publication United Kingdom, London
Publication subject Business And Economics
Source type Trade Journals
Document type News

accountid=47253
Copyright © 2018 Al Bawaba (Albawaba.com) Provided by SyndiGate

Media Inc. (Syndigate.info).
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document 6 of 23
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Las políticas de la mirada y la construcción epistemológica de la

Educación Inclusiva: ¿en qué sentido la Educación Inclusiva es
para todo el mundo? / The politics of the gaze and the
epistemological construction of Inclusive Education: ¿in what
sense is Inclusive Education for everyone?
Aldo Ocampo González. (2018). Las políticas de la mirada y la construcción epistemológica de la educación
inclusiva: ¿en qué sentido la educación inclusiva es para todo el mundo? / the politics of the gaze and the
epistemological construction of inclusive education: ¿in what sense is inclusive education for everyone?
Polyphōnía: Revista De Educación Inclusiva/Polyphōnía: Inclusive Education Journal, 2(1) Retrieved from
Abstract
La construcción epistemológica de la Educación Inclusiva (Ocampo, 2017), expresa un patrón de funcionamiento
basado en el encuentro y en el movimiento, cuyo ensamblaje –a través de la lógica del dispositivo (Foucault,
1973; Deleuze, 1990; Agamben, 2006)–, constituye en palabras de Bal (2016) un pensamiento temporal que
emerge en el movimiento. Por tanto, afirmar que, la Educación Inclusiva es una teoría sin disciplina, no sólo
refiere a su naturaleza post-disciplinar y a la producción de lo nuevo, sino más bien, al conjunto de mecanismos
de re-organización de la Ciencia Educativa y la pedagogía, desde las afueras de las disciplinas, evitando
encapsularse en ellas. Metodológicamente, es un conocimiento que emerge de la extracción de los aportes más
significativos –diaspóricos y viajeros– de sus campos de conocimientos y objetos confluyentes, cuya operación
constituye la clave para avanzar en la construcción de sus saberes auténticos. Su naturaleza ‘in-disciplinar’ –no
fija en ninguna disciplina– exige también, la creación de nuevos modos de lectura y producción en el abordaje
de sus fenómenos.
The epistemological construction of Inclusive Education (Ocampo, 2017) expresses a functioning pattern based
on encounter and movement, whose assembly -through the logic of the device (Foucault, 1973, Deleuze, 1990,
Agamben, 2006) -, is in the words of Bal (2016) a temporal thought that emerges in the movement. Therefore,
to affirm that Inclusive Education is a theory without discipline, not only refers to its post-disciplinary nature and
the production of the new, but rather, to the set of mechanisms of re-organization of Educational Science and
pedagogy , from the outskirts of the disciplines, avoiding encapsulation in them. Methodologically, it is a
knowledge that emerges from the extraction of the most significant contributions - diasporic and travelers - from
their fields of knowledge and confluent objects, whose operation constitutes the key to advance in the
construction of their authentic knowledge. Its 'in-disciplinary' nature - it does not fixate on any discipline - also
demands the creation of new modes of reading and production in the approach to its phenomena.
Details
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Subject Epistemology;
Multicultural education
Identifier / keyword Epistemología de la Educación Inclusiva; transformación;

diferencia; post-disciplinariedad; constelación de saberes
Title Las políticas de la mirada y la construcción epistemológica

de la Educación Inclusiva: ¿en qué sentido la Educación
Inclusiva es para todo el mundo? / The politics of the gaze
and the epistemological construction of Inclusive Education:
¿in what sense is Inclusive Education for everyone?
Author Aldo Ocampo González
Publication title Polyphōnía: Revista de Educación Inclusiva/Polyphōnía: Inclusive Education Journal

; Santiago
Volume 2
Issue 1
Publication date 2018
Section Editorial
Publisher Centro de Estudios Avanzados y Formación de Vanguardia

en Educación Inclusiva - CELEI
Place of publication Santiago
Country of publication Chile, Santiago
Publication subject Education--Teaching Methods And Curriculum, Philosophy
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Language of publication Spanish
Document type Editorial
Publication history
Milestone dates 2018-01-01 (Issued); 2018-03-05 (Submitted); 2018-01-01

(Created); 2018-01-01 (Citation Date); 2018-03-05
(Modified)

accountid=47253
Copyright © 2018. This work is published under

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document 7 of 23
INTEGRATED EDUCATION AND INCLUSIVE EDUCATION

Ciobanu, N. R. (2017). INTEGRATED EDUCATION AND INCLUSIVE EDUCATION. Romanian Journal of School
Psychology, 10(20), 35-39. Retrieved from https://search.proquest.com/docview/2104912334?accountid=47253
Abstract
Inclusive education came as a necessity to the inadequacies of integrated education which partly succeeded in
integrating children who did not have the characteristics of typical ones that did not fit into "normality", making
it difficult to bring to typical children the existence of a "different", "special" child. Inclusive school is a step
further in the process of attenuating and eliminating educational barriers between ordinary and disabled
children. The ideal of the school for all is a school that does not exclude (through selection and marginalization
in varied forms, direct or indirect), but includes, accepts and valorizes the children, even very different, formerly
excluded. Promoting the inclusive education implies knowing and making available, on a larger scale than
hitherto, the knowledge and skills traditionally acquired in special education. In conclusion, it is necessary to
resize the forms of education according to the changes in our society.
Full Text
Headnote
Abstract
Inclusive education came as a necessity to the inadequacies of integrated education which partly succeeded in
integrating children who did not have the characteristics of typical ones that did not fit into "normality", making
it difficult to bring to typical children the existence of a "different", "special" child. Inclusive school is a step
further in the process of attenuating and eliminating educational barriers between ordinary and disabled
children. The ideal of the school for all is a school that does not exclude (through selection and marginalization
in varied forms, direct or indirect), but includes, accepts and valorizes the children, even very different, formerly
excluded. Promoting the inclusive education implies knowing and making available, on a larger scale than
hitherto, the knowledge and skills traditionally acquired in special education. In conclusion, it is necessary to
resize the forms of education according to the changes in our society.
Keywords: alternative structures; inclusive education; integrated education; special education
Introduction
Equality does not necessarily mean uniformity. The sign of equality is given by respect for those next to us and
the possibility of communication that we have to capitalize on.
What is integration? Integration is the process where learners with special needs are absorbed in traditional
education. Integration involves different techniques, services, and adaptation methods. For the most part, these
are formal structures designed to help pupils adapt or integrate into ordinary education. It is an institutionalized
way to educate children and young people with disabilities and other special needs in ordinary schools and
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classes, or in school structures as close as possible to ordinary ones, if not even within them. Integrated
education seeks to remove the perception of special schools as segregation school units (UNESCO Salamanca,
1994).
What is inclusion? Inclusion is the process of educating children in a way that benefits all students and involves
clear participation (Thomas, Walker, & Webb, 1998). Therefore, it focuses not only on students with special
needs, but also on others. That is why the inclusive approach is considered to be the education for all. "Inclusive
education seeks to address the learning needs of all children, young people and adults, with particular emphasis
on those vulnerable from the point of view of marginalization and social exclusion." (UNESCO Salamanca, 1994).
The United Nations Convention on the Rights of the Child (UNCRC) had established a series of norms related
below:
- "All rights should apply to all children without discrimination (Art. 2);
- All actions will be in the interest of the child (Art.3);
- The right of each child to have his own opinion on any procedures that affects him (Art.12);
- The most complete possible integration of children with disabilities (Art. 28);
- Education should prepare the child for an active and responsible adult life and should seek to develop its
talents and abilities at maximum potential (Art. 29)."
Integrated education and inclusive education
Inclusion is different from integration. Integration of children with special needs takes into account their entry
into the usual classes. The inclusion is distinguished by the concept of integration by the fact that integration
involves preserving the same system in school, but adding certain elements that respond to pupils with different
needs.
A parallel between the integrated school and the inclusive school, made by Thomas, Walker and Webb (2005),
emphatically highlights the differences of essence between the two institutions that actually represent the
differences between integrated education and inclusive education. (Table 1).
In Figure 2 we showed the four types of education regarding the terms used to describe an educational program,
depending on child intellectual, social, cultural, personal and emotional development.
1. Traditional education may be defined as a set of norms established by the traditional society. Many parents
and teachers are concerned with maintaining the objective educational standards. In traditional education, the
competition between pupils is cultivated with a view to their hierarchy and individual activity. Competition
stimulates the individual's effort and productivity and prepares students for life, which is very competitive but
can generate aggressive conflicts and behaviours, lack of communication among colleagues, unfair
marginalization of some of them, amplify anxiety and fear of failure, cultivate selfishness.
2. Special education is intended for all children with disabilities who fail to achieve a level of knowledge and
social behaviour corresponding to their age in the ordinary education.
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3. Integrated education involves relationships between individuals based on a recognition of their integrity,
shared values and rights that they possess and aims to educate those children with special needs in ordinary
schools alongside other normal children
4. Inclusive education means that all children have access to quality education in an inclusive environment.
It is noteworthy that integrated education has produced a paradigm shift in the evaluation and intervention of
the disabled child, with the emphasis being placed on psycho-pedagogical and sociological skills in school and
social integration, thus overcoming the medical model (Peter & Kiss, 2013; Peter, Nicorut, & Mihale, 2014). Any
way the inclusion suits better to the need of children, because means more than comprehension, involves the
elimination of discrimination and segregation, being a complex process involving all educational actors (Vrasmas,
2010).
Conclusions
Like any other profession, a teacher requires a cumulus of specific knowledge, skills, and abilities that those who
choose to pursue this profession have to hold. However, a teacher should be much more than the cumulus of
knowledge, experience and intelligence (Mara, 2009). A good teacher is the person who also proves love for
children, empathy, and spirit of objectivity, justice, principality, honesty, courage, fairness, patience, optimism,
modesty, firmness, self-mastery, tact and pedagogical mastery. A teacher discovers hidden treasures and magic
in the eyes of all children.
Inclusive education shouldn't be just an educational program that offers equal chances to all children. Inclusive
education must be a way of thinking in itself. It's the way we behave with others and it's the way we're treated.
Inclusive education is the opportunity to learn together and is the most natural thing in an everchanging society.
Footnote
* Assistant Professor, PhD, Faculty of Humanistic and Social Sciences, University of Oradea, Romania; E-mail:
nicoletaramona.ciobanu@yahoo.com
References
References
Mara, D. (2009). Strategii didactice în educatia incluziva [Didactical Strategies in Inclusive Education].
Bucharest: The Didactical and Pedagogical Publishing House. (original in Romanian)
Peter, K., & Kiss, J. (Eds.) (2013). Psihopedagogie speciala aplicata [Applied Special Psycho-Pedagogy]. Oradea:
University of Oradea Publishing House. (original in Romanian)
Peter, K., Nicorut, A., & Mihale, A. (Eds.) (2014) Incluziunea scolara a copiilor cu dificultati de învatare-
problematici ale secolului XXI [The School Inclusion of Children with Learning Difficulties - Problems of the 21st
Century]. Cluj-Napoca: EIKON. (original in Romanian)
Thomas, G., Walker, D., & Webb, J. (2005). Inclusive education. The ideals and the practice. In K. Topping & S.
Maloney (eds.), The RotlegdgeFalmer Reader in Inclusive Education (pp. 17-28). Oxon: The Routledge Falmer.
Thomas, G., Walker, D., & Webb, J. (2006). The Making of the Inclusive School. Oxon: Routledge.
24/01/2020, 7)01 PM
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education: Adopted by
the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 710 June 1994.
UNESCO.
Vrasmas, T. (2010). Incluziunea scolara a copiilor cu cerinte educationale speciale. Aspiratii si realitati [The
School Inclusion of Children with Special Educational Needs. Aspirations and Realities]. Bucharest: Vanemonde.
(original in Romanian)
Received
September 2017
Accepted
November 2017
Copyright Asociatia Nationala A Psihologilor Scolari Dec 2017
Details
Subject Pedagogy;
Students;
Schools;
Society;
Special education;
Social exclusion;
Children & youth;
Disabled children;
Learning;
Equal rights
Location Spain; Romania
Company / organization Name: United Nations--UN

NAICS: 928120;
Name: United Nations Educational Scientific & Cultural Organization

NAICS: 928120
Title INTEGRATED EDUCATION AND INCLUSIVE EDUCATION
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Author Ciobanu, Nicoleta Ramona 1
1
University of Oradea Romania
Publication title Romanian Journal of School Psychology; Oradea
Volume 10
Issue 20
Pages 35-39
Publication date Dec 2017
Publisher Asociatia Nationala A Psihologilor Scolari
Place of publication Oradea
Country of publication Romania, Oradea
Publication subject Psychology
ISSN 2248244X
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accountid=47253
Copyright Copyright Asociatia Nationala A Psihologilor Scolari Dec 2017
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document 8 of 23
Education; Researchers at University of Chile Report New Data on

Education (Monitoring inclusive education in Chile: Differences
between urban and rural areas)
Education; researchers at university of chile report new data on education (monitoring inclusive education in
chile: Differences between urban and rural areas). (2017, Jun 07). Education Business Weekly Retrieved from
Abstract
According to news reporting originating in Santiago, Chile, by VerticalNews journalists, research stated, "Rural
education systems have higher barriers to inclusion than their urban counterparts. According to the news
reporters, the research concluded: "Public policies have been unable to ensure equal education for children with
disabilities living in rural areas."
Full Text
2017 JUN 7 (VerticalNews) -- By a News Reporter-Staff News Editor at Education Business Weekly --
Researchers detail new data in Education. According to news reporting originating in Santiago, Chile, by
VerticalNews journalists, research stated, "Rural education systems have higher barriers to inclusion than their
urban counterparts. An observational, analytic cross-sectional study was performed."
The news reporters obtained a quote from the research from the University of Chile, "A self-report survey was
collected from inclusive program coordinators, to examine differences between the coordinators' perception of
program performance and the standards defined by public policy. Significant differences between urban and rural
schools were found in terms of accessibility issues. Moreover, rural school integration programs have a lower
probability of providing adapted resources or sign language interpreters."
According to the news reporters, the research concluded: "Public policies have been unable to ensure equal
education for children with disabilities living in rural areas."
For more information on this research see: Monitoring inclusive education in Chile: Differences between urban
and rural areas. International Journal of Educational Development, 2017;53():110-116. International Journal of
Educational Development can be contacted at: Pergamon-Elsevier Science Ltd, The Boulevard, Langford Lane,
Kidlington, Oxford OX5 1GB, England. (Elsevier - www.elsevier.com; International Journal of Educational
Development - www.journals.elsevier.com/international-journal-of-educational-development/)
Our news correspondents report that additional information may be obtained by contacting M. Tamayo,
University of Chile, Sch Med, Phys Therapy Department, Santiago, Chile. Additional authors for this research
include J. Rebolledo and A. Besoain-Saldana.
Keywords for this news article include: Santiago, Chile, South America, Chile Education, University of Chile.
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LLC
Details
Subject Research;
Researchers;
Rural areas;
Education
Location South America; England; Chile
Identifier / keyword City:Santiago; Country:Chile; Region:South America;

Chile Education
Title Education; Researchers at University of Chile Report New

Data on Education (Monitoring inclusive education in Chile:
Differences between urban and rural areas)
Publication title Education Business Weekly; Atlanta
First page 138
Publication date Jun 7, 2017
Publisher NewsRx
Publication subject Business And Economics, Education
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ISSN 1938-1824
Document type Expanded Reporting

accountid=47253
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document 9 of 23
World: Submission by Human Rights Watch to the Portfolio

Committee on Basic Education concerning Inclusive Education
World: Submission by human rights watch to the portfolio committee on basic education concerning inclusive
education. (2017, Jun 01). Asia News Monitor Retrieved from
Abstract
None available.
Full Text
Human Rights Watch welcomes the opportunity to submit evidence to the Portfolio Committee on Basic
Education for its meeting on inclusive education on May 30, 2017. Through this submission, Human Rights
Watch would like to share relevant information on children with disabilities and inclusive education from South
Africa's reviews by United Nations inter-governmental and expert bodies in 2016 and 2017.
In August 2015, Human Rights Watch released our report Complicit in Exclusion: South Africa's Failure to
Guarantee Inclusive Education for Children with Disabilities, documenting barriers to inclusive, quality education
for children with disabilities in South Africa. Dewa Mavhinga, Senior Africa Researcher, presented our findings
and key recommendations to the Portfolio Committee in March 2016.
We acknowledge progress made by the Department of Basic Education with regards to the progressive provision
of resources for learners who are blind or have low vision. Furthermore, we note that the Screening,
Identification, Assessment and Support (SIAS) policy is being progressively implemented with a view to full
implementation by 2019. However, our findings indicate that insufficient resources and qualified personnel mean
the policy is not being implemented consistently everywhere, particularly in rural areas and under-resourced
townships.
Human Rights Watch has found that many of the barriers identified in our 2015 report persist, including: very
long referrals to special schools and lengthy waiting lists, school fees and additional school-related costs, and
severe transportation issues. Hundreds of thousands of children with disabilities are excluded from education
across the country. Instead, these children should enjoy equality throughout their education, including by having
meaningful choices and opportunities to be accommodated in mainstream schools, and to receive quality
education on an equal basis with, and alongside, children without disabilities.
The Department of Basic Education does not appear to have produced accurate data that reflects current
numbers of children with disabilities who remain out of school, and continues to rely on estimates and outdated
data. We have also found that the government continues to prioritize funding for special schools, to the
detriment of inclusive education.
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The International Covenant on Economic, Social and Cultural Rights (ICESCR) entered into force in South Africa
on April 12, 2015. Under article 14, states which have not yet achieved free, compulsory primary education
undertake to work out and adopt a detailed plan of action for the implementation of free compulsory primary
education within two years of ratifying the treaty. The plan should also fix a date, within the span of a
reasonable number of years, to achieve this treaty's guarantee of compulsory education free of charge for all. To
date, the South African government has yet to fulfil this obligation. As documented in our research, public
schools are not automatically free of charge. Most children with disabilities are obliged to pay fees to attend
special schools, in addition to other costs, such as uniforms, food, transport, and special assistants to help them
in the classroom. Fees in special schools typically range from R350-R750 (US$32-$68) per term. In many cases,
parents reported not having access to fee waivers. As a result, hundreds of thousands of children with
disabilities in South Africa cannot afford to attend school.
In September 2016, the United Nations Committee on the Rights of the Child reviewed South Africa's compliance
with the Convention on the Rights of the Child. In its review, the Committee expressed its concern at the
multiple layers of discrimination and exclusion faced by the majority of children with disabilities, as well as at the
lack of: accurate and comprehensive data on children with disabilities; a comprehensive law and policy to realize
the rights of children with disabilities, with clear baselines, a clear time frame and measurable indicators for the
implementation, and mechanisms for monitoring implementation; effective multisectoral coordination within the
Government, in particular in rural areas, to provide integrated services to children with disabilities; and effective
provision of reasonable accommodation, such as through the provision of assistive devices and of services in
Braille and in sign languages.
In its concluding observations, the Committee raised several concerns, including the large number of children
with disabilities out of school or in special schools or classes, the lack of legislation guaranteeing the right to
inclusive basic education for all children with disabilities, the ineffective implementation of relevant policies due
to acute shortages of qualified staff, and insufficient allocations of financial resources. The low quality of
education and inadequate curriculum for children with disabilities was also raised, particularly in terms of
preparing children for further education, employment, and an independent life. The Committee also highlighted
concerns about the failure to provide free, compulsory primary education to children with disabilities, and about
discrimination and violence by teachers and other students against children with disabilities.
The Committee made the following recommendations to the South African government:
Review Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System,
of 2001, with a view to further developing a legal and policy framework for inclusive education, and to
prioritizing the expansion of full service schools and the inclusion of children with disabilities in mainstream
classes of mainstream schools;
Allocate sufficient technical, human and financial resources for inclusive education, including the funding
necessary for guaranteeing the provision of reasonable accommodation;
Ensure free, compulsory primary education to all children with disabilities, provide reasonable accommodation,
including personal assistants, at mainstream schools, free of charge, and prioritize enrolment in a school near to
where the child concerned lives in order to avoid costly transport and boarding arrangements;
Develop curricula and learning and teaching materials that facilitate respect for and the dignity and inclusion of
children with disabilities in order to raise the awareness of teachers and students so as to eliminate
stigmatization of children with disabilities and prejudice against them; and
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Improve the quality, adequacy and adaptability of education provided to children with disabilities, in order to
facilitate their fullest possible social integration and individual development.
In May 2017, South Africa's human rights record was also reviewed by the United Nations Human Rights Council.
During the review, South Africa was asked about access to inclusive education for children with disabilities. The
draft report of the Working Group, dated May 12, 2017, contains two recommendations from Australia and Israel
to implement the right to inclusive education of children with disabilities. The South African government has until
the thirty-sixth session of the Human Rights Council in September 2017 to respond to the recommendations.
Recommendations
Human Rights Watch recommends that the Portfolio Committee on Basic Education should:
Urge the Department of Basic Education and the Department of Social Development to work together to publish
accurate and transparent data on the number of children with disabilities who are out of school, those who are
on waiting lists for special schools, and those who have dropped out.
Call on the government to comply with its fundamental obligations on the right to education, particularly its
obligation to make primary education free and compulsory for all students, including developing a detailed plan
of action for the progressive implementation of free compulsory primary education within a set numbers of
years, in line with its obligations under the International Covenant on Economic, Social and Cultural Rights.
Urge the government to adopt strong Norms and Standards for funding of inclusive education to ensure public
special schools are adequately funded, and they qualify as no fee schools. Prohibit all public ordinary schools
from imposing financial conditions on children with disabilities that children without disabilities would not incur,
such as transportation, which impose undue financial barriers on children who do not access neighborhood
schools.
Urge the Department of Basic Education to adopt stronger legal protections for children with disabilities to
complement the South African Schools Act. This includes a clear duty to provide reasonable accommodation in
public ordinary schools, accompanied by specific provisions that prevent the rejection of learners with disabilities
from schools in their neighborhood. This should apply at all school levels, in transportation and other essential
services.
Encourage the Department of Basic Education to adopt clear mechanisms to ensure department officials remain
in control of enrollment decisions, to challenge unnecessary referrals to special schools and monitor sudden drop
outs of learners with disabilities.
Urge the Department of Basic Education to adopt a weighting system, the method used to calculate a maximum
student-to-teacher ratio per classroom, weighted according to the type of disability-in ordinary and full-service
schools to ensure teachers are able to dedicate sufficient attention to every learner requiring additional support
to overcome learning barriers.
Request further information and evidence from the Department of Basic Education on how children with
disabilities are supported to follow the curriculum taught in mainstream classrooms, as well as data on the
numbers of children with disabilities following and being tested on the same curriculum taught in ordinary
schools.
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Implement the recommendations from the UN Committee on the Rights of the Child.
Encourage the Department of International Relations and Cooperation to accept all recommendations made,
concerning education and inclusive education of children with disabilities, during the United Nation's Universal
Periodic Review.
(Human Rights Watch: 30 May 2017)
Copyright Thai News Service Group Jun 1, 2017
Subject Students;
Schools;
Curricula;
Funding;
International relations;
Quality of education;
Committees;
Access to education;
Children & youth;
Disabled children;
Human rights;
Learning;
Fees & charges
Location South Africa
Title World: Submission by Human Rights Watch to the Portfolio

Committee on Basic Education concerning Inclusive
Education
Publication title Asia News Monitor; Bangkok
Section General News
Publisher Thai News Service Group
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Place of publication Bangkok
Country of publication Thailand, Bangkok
Publication subject General Interest Periodicals--Philippines,

General Interest Periodicals--Vietnam,
General Interest Periodicals--Thailand
Source type Newspapers
Document type News

accountid=47253
Copyright Copyright Thai News Service Group Jun 1, 2017
24/01/2020, 7)01 PM
document 10 of 23
Education - Teaching; Researchers' Work from Department of

Education Focuses on Teaching (Japanese in-service teachers'
attitudes toward inclusive education and self-efficacy for inclusive
practices)
Education - teaching; researchers' work from department of education focuses on teaching (japanese in-service
teachers' attitudes toward inclusive education and self-efficacy for inclusive practices). (2017, May 17).
Education Letter Retrieved from https://search.proquest.com/docview/1897517010?accountid=47253
Abstract
According to news originating from Jyvaskyla, Finland, by VerticalNews correspondents, research stated, "Using
a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education
and their self-efficacy for inclusive practices. According to the news editors, the research concluded: "The
findings can enable useful insights in developing...
Full Text
2017 MAY 17 (VerticalNews) -- By a News Reporter-Staff News Editor at Education Letter -- A new study on
Education - Teaching is now available. According to news originating from Jyvaskyla, Finland, by VerticalNews
correspondents, research stated, "Using a sample of 359 in-service teachers, this study examines Japanese
teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate
that although teachers' sentiments toward disabilities were generally positive, the teachers had some concerns
about implementing inclusive education in their classroom."
Financial support for this research came from Faculty of Education, the University of Jyvaskyla.
Our news journalists obtained a quote from the research from the Department of Education, "The overall level of
self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in
relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration
was related to overall attitudes toward inclusive education."
According to the news editors, the research concluded: "The findings can enable useful insights in developing pre
service and in-service teacher education."
For more information on this research see: Japanese in-service teachers' attitudes toward inclusive education
and self-efficacy for inclusive practices. Teaching and Teacher Education, 2017;64():222-229. Teaching and
Teacher Education can be contacted at: Pergamon-Elsevier Science Ltd, The Boulevard, Langford Lane,
Kidlington, Oxford OX5 1GB, England. (Elsevier - www.elsevier.com; Teaching and Teacher Education -
www.journals.elsevier.com/teaching-and-teacher-education/)
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The news correspondents report that additional information may be obtained from A. Yada, University of
Jyvaskyla, Dept. of Educ, FI-40014 Jyvaskyla, Finland.
Keywords for this news article include: Jyvaskyla, Finland, Europe, Teaching, Education, Asia, Department of
Education.
LLC
Details
Subject Teaching;
Research;
Attitudes;
Teacher education
Location England; Asia; Finland; Europe
Company / organization Name: University of Jyvaskyla

NAICS: 611310
Identifier / keyword City:Jyvaskyla; Country:Finland; Region:Europe; Teaching;

Education; Asia
Title Education - Teaching; Researchers' Work from Department

of Education Focuses on Teaching (Japanese in-service
teachers' attitudes toward inclusive education and self-
efficacy for inclusive practices)
First page 541
Publication date May 17, 2017
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Publisher NewsRx
ISSN 19381840
Document type Expanded Reporting

accountid=47253
24/01/2020, 7)01 PM
Bibliography
Citation style: APA 6th - American Psychological Association, 6th Edition

accountid=47253
Deng, M., & Zhu, X. (2016). SPECIAL EDUCATION REFORM TOWARDS INCLUSIVE EDUCATION: BLURRING OR
EXPANDING BOUNDARIES OF SPECIAL AND REGULAR EDUCATION IN CHINA. Journal of Research in Special
Educational Needs, 16, 994-998. doi:http://dx.doi.org/10.1111/1471-3802.12244
Ministry of education launches inclusive education policy. (2016, May 04). Ghana News Agency (GNA) Retrieved
COLLEGE OF EDUCATION HOSTS CONFERENCE ON INCLUSIVE EDUCATION. (2015, Jul 03). US Fed News
Service, Including US State News Retrieved from https://search.proquest.com/docview/1693205755?
accountid=47253
Basic education on inclusive education and rural education [press release]. (2015, Jun 24). AllAfrica.Com
Bila, G. J. (2015). Examination of perception of stakeholders on universal basic education regarding inclusive
education in kaduna, nigeria (3702956). Available from ProQuest Dissertations & Theses Global. (1687192478).
Mangope, B., Mannathoko, M. C., & Kuyini, A. B., PhD. (2013). PRE-SERVICE PHYSICAL EDUCATION TEACHERS
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AND INCLUSIVE EDUCATION: ATTITUDES, CONCERNS AND PERCEIVED SKILL NEEDS. International Journal of
Special Education, 28(3), 1. Retrieved from https://search.proquest.com/docview/1507456770?
accountid=47253
Amr, M. (2011). Teacher education for inclusive education in the arab world: The case of jordan. Prospects,
41(3), 399-413. doi:http://dx.doi.org/10.1007/s11125-011-9203-9
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to
enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369.
doi:http://dx.doi.org/10.1080/0305764X.2010.526588
Sigurdardóttir, A. K. (2010). School-university partnership in teacher education for inclusive education. Journal
of Research in Special Educational Needs, 10, 149-156. doi:http://dx.doi.org/10.1111/j.1471-
3802.2010.01160.x
EDUCATION: Two inclusive education centres to be established. (2010, Apr 12). Pakistan Press International
School district 18 and NBACL providing more information to parents on inclusive education [achieving inclusion:
A parent guide to inclusive education in new brunswick]. (2003). New Brunswick Teachers' Association, 46(3),
22. Retrieved from https://search.proquest.com/docview/201578961?accountid=47253
Schulman, M. M. M. (2002). Inclusive education of students with special needs in the california elementary
schools: General education teachers' attitudes toward inclusive education (1410362). Available from ProQuest
Dissertations & Theses Global. (231305177). Retrieved from https://search.proquest.com/docview/231305177?
accountid=47253
Bunch, G. (1994). Canadian perspectives on inclusive education from there to here: The passage to inclusive
education. Exceptionality Education Canada, 4(3), 19-35. Retrieved from
document 11 of 23
SPECIAL EDUCATION REFORM TOWARDS INCLUSIVE

EDUCATION: BLURRING OR EXPANDING BOUNDARIES OF
SPECIAL AND REGULAR EDUCATION IN CHINA
Abstract
China has developed a three-tier special education service delivery system consisting of an array of placement
options of special schools, special classes and learning in regular classrooms (LRC) (with the LRC as the major
initiative) to serve students with disabilities after 1980s responding to the international trend of inclusive
education mandate. How to balance the development of special education schools (classes) and inclusive
education remains controversial. The authors found that special education provision in China has been improved
in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel
special education system. The authors argue that the boundaries between special and regular education system
are enlarged and blurred in different situations. This reflects that the move towards inclusive education in China
has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic
excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive
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education shows that special schools should be a part of, instead of apart from, inclusive education, and thus
should be re-empowered with new roles to support and facilitate inclusive education.
Details

Inclusive education;
Classes;
Service delivery;
Cultural values;
Learning;
Classrooms;
Learning disabled students;
Special schools;
Boundaries;
Mainstreaming
Location China
Title SPECIAL EDUCATION REFORM TOWARDS INCLUSIVE

EDUCATION: BLURRING OR EXPANDING BOUNDARIES OF
SPECIAL AND REGULAR EDUCATION IN CHINA
Author Deng, Meng 1 ; Zhu, Xinhua 2
1
Institute of Special Education, Beijing Normal University,
Beijing, China
2
Department of Chinese and Bilingual Studies, The Hong
Kong Polytechnic University, Hong Kong, China
Publication title Journal of Research in Special Educational Needs; Oxford
Volume 16
Issue S1
Source details 8th Inclusive and Supportive Education IV Congresso
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Pages 994-998
Publication date Aug 2016
Section 8th Inclusive and Supportive Education IV Congresso

Internacional da Pró-Inclusão, Lisbon, Portugal, 26-29 July
2016. Guest Editors: David Rodrigues, Luzia Mara Lima-
Rodrigues, Mel Ainscow, Nelson Santos. This supplement
was published with the support of NASEN
Publisher Blackwell Publishing Ltd.
Place of publication Oxford
Country of publication United Kingdom, Oxford
Publication subject Education--Special Education And Rehabilitation
DOI http://dx.doi.org/10.1111/1471-3802.12244

accountid=47253
Copyright Copyright © 2016 NASEN
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document 12 of 23
Ministry of Education launches Inclusive Education Policy

Abstract
None available.
Full Text
Ministry of Education (MOE) has launched the Inclusive Education (IE) Policy, which defines the strategic path of
government for the education of all children with special educational needs
By Christabel Addo, GNA
Accra, May 4, GNA - Ministry of Education (MOE) has launched the Inclusive Education (IE) Policy, which defines
the strategic path of government for the education of all children with special educational needs.
The 45-page document is an outcome of a series of discussions and consultations between numerous
stakeholders in the education sector.
The document seeks to builds upon sections of the 1992 Constitution, the National Development Agenda, the
Education Strategic Plan and other international commitments, to achieve national as well as international goals
for creating an environment for addressing the diverse educational needs of Ghanaians.
With this new arrangement, children with special needs would have the opportunity to attend mainstream
schools without any hindrances.
Mr Jacob Kor, the Director-General of the Ghana Education Service, who represented the Minister of Education,
Professor Jane Naana Opoku-Agyeman, launched the Policy in Accra, together with two other documents; the
Standards and Guidelines, as well as the IE Implementation Plan.
He said the Policy would respond to changing priorities and national aspirations as well as international
development trends in provisions for inclusive education, and it would be revised every five years.
Mr Kor said the policy would look at a more harmonized and strategic approach to planning, and also financial
prioritization, to roll out these activities on a wider scale and to reach all learners with special educational needs.
He said IE would ensure access and learning for all children, regardless of their physical, intellectual, social,
emotional, linguistic or other conditions.
He said it aims to create learning environments that are responsive to all learners' needs and were conducive to
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all to ensure successful educational outcomes, and ultimately to achieve a more equitable society.
It goes beyond the education system to the communities in which learners live, to ensure that they are
welcomed, nurtured and given the opportunity to thrive to their optimum capacities, he said.
The Policy objectives, he said aims to improve and adapt education and related systems and structures to
ensure the inclusion of all learners particularly learners with special educational needs, and to promote Universal
Design for Learning and learner friendly school environment for enhancing the quality of education for all
learners.
It also seeks to promote the development of a well-informed and trained human resource cadre for the quality
delivery of IE throughout Ghana, and also ensure sustainability of Inclusive Education Implementation.
Mr Kor said although the Government was the primary financier of IE, all stakeholders are encouraged to
provided their support for the successful implementation and sustainability of the Policy.
He said the Ministry, shall have the responsibility of policy review, coordination, monitoring, and evaluation as
well as an impact assessment, and also have oversight responsibilities on the implementation and also ensure
that adequate provision was made for IE activities in the annual budget allocation.
He acknowledged the support of State and non-State actors including UNICEF and STAR-Ghana for their
tremendous financial and technical assistance in the piloting phase of IE and for their involvement in the
development of the Policy.
Mr Anthony Boateng, the Director in Charge of the Special Education Division of the GES, said the Special
Education Division under the GES has already started the implementation of IE on pilot basis in three regions
namely; the Central Greater Accra and Eastern Regions.
He said by the end of 2011, it has covered 529 schools in 34 districts, while UNICEF has added 14 more schools
to the list of piloted schools in June 2012.
He said the strategy was to identify children with mild to moderate cases, and provide them with the needed
support, while the special school remains the resource centers for those with severe or chronic cases.
GNA
© 2016 Ghana News Agency (GNA) Provided by SyndiGate Media Inc. (Syndigate.info).
© 2016 Ghana News Agency (GNA) Provided by SyndiGate Media Inc. (Syndigate.info).
Title Ministry of Education launches Inclusive Education Policy
Author Anonymous
Publication title Ghana News Agency (GNA); Accra
24/01/2020, 7)01 PM
Publication date May 4, 2016
Publisher SyndiGate Media Inc
Place of publication Accra
Country of publication United States, Accra
Publication subject General Interest Periodicals--Ghana
Document type News

accountid=47253
Copyright © 2016 Ghana News Agency (GNA) Provided by SyndiGate

Media Inc. (Syndigate.info).
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document 13 of 23
COLLEGE OF EDUCATION HOSTS CONFERENCE ON

INCLUSIVE EDUCATION
accountid=47253
Abstract
None available.
Full Text
AMHERST, Mass., July 2 -- The University of Massachusetts at Amherst issued the following press release:
The College of Education's Center for Youth Engagement sponsored the Third International Conference and
Symposium on Inclusive Education on June 26-27 at the UMass Center in Springfield.
The conference brought together researchers from Germany, Turkey, the Netherlands and the U.
S. to address inclusion research and issues as they relate to education in public schools. At the conference, a
special issue of a new international journal on research on inclusion was planned, as well as three collaborative
research projects, which will be initiated over the next several months, according to Michael Krezmien, associate
professor and director of the Center for Youth Engagement. For any query with respect to this article or any
other content requirement, please contact Editor at htsyndication@hindustantimes.com
Copyright © HT Media Ltd. All Rights Reserved.
Title COLLEGE OF EDUCATION HOSTS CONFERENCE ON

INCLUSIVE EDUCATION
Publication title US Fed News Service, Including US State News;

Washington, D.C.
Publication date Jul 3, 2015
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Publisher HT Digital Streams Limited
Place of publication Washington, D.C.
Country of publication Iceland, Washington, D.C.
Publication subject Public Administration
Source type Newspapers
Document type WIRE FEED

accountid=47253
Copyright Copyright © HT Media Ltd. All Rights Reserved.
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document 14 of 23
Basic Education On Inclusive Education and Rural Education

[press release]
Abstract
None available.
Full Text
The Department of Basic Education (DBE) today briefed the Portfolio Committee on Basic Education on key
issues relating to the status of rural schools, the work done up to date and challenges that are being faced.
Discussions were on progress made on the establishment of a Rural Education directorate, support to Multi-
Grade schools, and the implications on the Department.
The department also gave a report on work done in Inclusive Education. The Director for Inclusive Education at
the Department of Basic Education Dr. Moses Simelane said intellectual disability in its various forms constitutes
the majority of Special Needs Education learners in the system. He further said blindness counts among the
lowest statistically yet it receives the most attention. This he explained was because it requires a lot of
adaptation of materials to enhance accessibility to information. For visual impairment, DBE has adapted
workbooks into Braille and distributed to all schools for the blind, covering grades 1-6.
The department is also making progress in the Curriculum Advancement Policy Statement (CAPS) for the South
African Sign Language (SASL) and 24 Home Languages subject advisors were orientated into CAPS for Sign
Language. 2277 learners are now receiving lessons in CAPS for SASL at Foundation Phase level while 353
learners are being taught in it grade 9 across provinces.
Dr Phumzile Langa, Director Rural Education, told the committee that the Rural Education (RE) Directorate is in
the process of establishing an Inter-provincial Rural Education Committee (IPREC). The main purpose of
establishing IPREC is to create a forum for DBE and PEDs, as well as relevant stakeholders to collaborate in
identifying, developing and implementing the context-specific and sustainable strategies for rural school
improvement.
In order for DBE to be able to plan interventions that are fit for the purpose of improving the quality of education
in rural schools, it is crucial to have accurate and up-to-date data. RE Directorate will therefore conduct audits
and produce reports on the following:
Rural school teachers;
Schools providing scholar transport;
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Rural education structures and stakeholder bodies at national/provincial levels;
National and provincial programmes currently being implemented to improve the quality of education in rural
schools;
Programmes aimed at teacher development in rural schools; and
ICT infra-structure and ICT skills for rural school teachers.
Matanzima Mweli, Deputy Director-General for Curriculum Monitoring and Support told the MPs that a lot of
progress had been made but many challenges remained. He said more would be done to work with provinces to
ensure that implementation of policies took place.
Committee Chairperson, Ms Nomalungela Gina, said education was a complex and societal issue. She highlighted
the issue of learners with special needs completing school but there was no indication of the impact that the
department was making as no information was given on what happened to these learners after they completed
school. Ms Gina also called for the speedy implementation of the Skills Vocational Certificate for such learners to
provide them with exit level certification.
Ms Gina commended the department for place both inclusive education and rural schooling firmly back on the
agenda. "This was formerly the stepchildren of education but we can see that focus is now given to these
issues," said Ms Gina. "We commend this move as it will open the doors of education for more learners as well
as level the playing field."
Issued by: Department of Basic Education
© 2015 AllAfrica Global Media. Provided by SyndiGate Media Inc. (Syndigate.info).
© 2015 AllAfrica Global Media. Provided by SyndiGate Media Inc. (Syndigate.info).
Title Basic Education On Inclusive Education and Rural Education

[press release]
Publication title AllAfrica.com; Washington
Publisher SyndiGate Media Inc
Place of publication Washington
24/01/2020, 7)01 PM
Country of publication United States, Washington
Publication subject General Interest Periodicals--Africa
Document type News

accountid=47253
Copyright © 2015 AllAfrica Global Media. Provided by SyndiGate Media

Inc. (Syndigate.info).
24/01/2020, 7)01 PM
document 15 of 23
Examination of perception of stakeholders on universal basic

education regarding inclusive education in Kaduna, Nigeria
Abstract
This study was designed to examine the perceptions of stakeholders on the implementation of the Kaduna State
Universal Basic Education Law of 2005 (amended 2007) on inclusive education in Kaduna State. It was set to
investigate the extent of the success of inclusion at the basic education level. It also looked at the perceptions of
the participants on the needed support, resources, and teacher training development as essential tools for
successful implementation of the policy. Interviews, observation, and review of documents were the instruments
used for data collection for this research. Twenty-five participants comprised of regular teachers, head teachers,
junior secondary school principals, state universal basic education board officials, and parents were randomly
selected and interviewed. Analysis was done through qualitative assisted software ATLAS.ti, which transcribed
the recorded interviews. Analysis of the data collected revealed a general acknowledgment that much is still
required for the universal basic education policy provision to be realized. Schools must be made inclusive with
appropriate accommodations, adequate professional development for general education teachers, and adequate
training and supply of special education teachers into the system. Funding for inclusive education must be
utilized appropriately. Teachers must also familiarize themselves with and become proficient using a wide range
of instructional accommodations due to the variety of individual student needs present in inclusive classrooms.
Support systems for teachers are inadequate or nonexistent and according to the participants, the need for
improvement of the infrastructure and instructional accommodation system is paramount.
Details
Subject African Studies;

Educational sociology;
Educational leadership;
Education Policy;
Educational psychology
Classification 0293: African Studies

0340: Educational sociology
0449: Educational leadership
0458: Education Policy
0525: Educational psychology
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Identifier / keyword Social sciences; Education; Access to school;

Inclusive education; Nigeria; Professional development;
Special needs; Teacher training; Universal basic education
Title Examination of perception of stakeholders on universal basic

education regarding inclusive education in Kaduna, Nigeria
Author Bila, Grace Jamila
Number of pages 159
Degree date 2015
School code 1351
Source DAI-A 76/09(E), Dissertation Abstracts International
Place of publication Ann Arbor
Country of publication United States
ISBN 978-1-321-74477-4
Advisor Hollinger, Scott
Committee member Hollinger, Scott; Monroe, Lee; Thomson, Tina; Watts,

Carley; Young, Lynn
University/institution Capella University
Department Education
University location United States -- Minnesota
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Degree Ph.D.
Source type Dissertations & Theses
Language English
Document type Dissertation/Thesis
Dissertation/thesis number 3702956

accountid=47253
Copyright Database copyright ProQuest LLC; ProQuest does not claim

copyright in the individual underlying works.
Database ProQuest Dissertations & Theses Global
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document 16 of 23
PRE-SERVICE PHYSICAL EDUCATION TEACHERS AND

INCLUSIVE EDUCATION: ATTITUDES, CONCERNS AND
PERCEIVED SKILL NEEDS
accountid=47253
Abstract
None available.
Subject Physical education teachers;

Teacher attitudes;
Student teachers;
Mainstreaming;
Disabled students
Location Botswana
Title PRE-SERVICE PHYSICAL EDUCATION TEACHERS AND

INCLUSIVE EDUCATION: ATTITUDES, CONCERNS AND
PERCEIVED SKILL NEEDS
Author Mangope, Boitumelo; Mannathoko, Magdeline C;

Kuyini, Ahmed Bawa, PhD
Publication title International Journal of Special Education; Vancouver
Volume 28
Issue 3
First page 1
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Publisher International Journal of Special Education
Place of publication Vancouver
Country of publication Canada, Vancouver
ISSN 08273383
Document type Feature
Document feature Tables; References

accountid=47253
Copyright Copyright International Journal of Special Education 2013
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document 17 of 23
Teacher education for inclusive education in the Arab world: The

case of Jordan
Abstract
Issue Title: International Developments in Teacher Education for Inclusive Education: Issues and Challenges
This article examines teacher education programmes in the Arab region and the extent to which teachers are
prepared to work in inclusive education settings. In the Arab world, the emerging area of inclusive education
faces various challenges, among them a teaching force that is not adequately prepared to teach all children. This
challenge arises partly because, without content on inclusive education, current pre-service and in-service
programmes produce teachers who lack the skills to work with children with special needs in mainstream
classrooms. This article focuses on teacher education in Jordan, where the problems and challenges surrounding
teacher education programmes for inclusive education mirror those in other Arab countries. In Jordan, training
for inclusive education is very limited at both pre-service and in-service levels, both because the idea has only
recently been introduced and because of limited financial resources in the country. Still, the growing interest in
adopting an inclusive education system has raised awareness about the importance of providing teachers with
education that enables them to work with children with special needs in inclusive settings.[PUBLICATION
ABSTRACT]
Details
Subject Teacher education;

Mainstreaming
Location Arab countries; Jordan
Title Teacher education for inclusive education in the Arab world:

The case of Jordan
Author Amr, Muna
Publication title Prospects; Paris
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Volume 41
Issue 3
Pages 399-413
Publication date Sep 2011
Publisher Springer Nature B.V.
Place of publication Paris
Country of publication Netherlands, Paris
ISSN 0033-1538
DOI http://dx.doi.org/10.1007/s11125-011-9203-9

accountid=47253
Copyright UNESCO IBE 2011
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document 18 of 23
Preparing teachers for inclusive education: using inclusive

pedagogy to enhance teaching and learning for all
Abstract
As the concept of 'inclusive education' has gained currency, students who would previously have been referred to
specialist forms of provision, having been judged 'less able', are now believed to belong in mainstream
classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such
students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course
that starts from the premise that the question is not whether teachers have the necessary knowledge and skills
to teach in inclusive classrooms, but how to make best use of what they already know when learners experience
difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers
might engage in more inclusive practice are presented. [PUBLICATION ABSTRACT]
Details
Subject Teacher education;

Knowledge;
Skills;
Learning;
Pedagogy;
Teachers;
Teaching;
Classrooms;
Students;
Education
Title Preparing teachers for inclusive education: using inclusive

pedagogy to enhance teaching and learning for all
Author Florian, Lani; Linklater, Holly
Publication title Cambridge Journal of Education; Cambridge
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Volume 40
Issue 4
First page 369
Publication date Dec 2010
Publisher Taylor & Francis Ltd.
Place of publication Cambridge
Country of publication United Kingdom, Cambridge
Publication subject Education--Higher Education
ISSN 0305764X
CODEN CJEDEI
DOI http://dx.doi.org/10.1080/0305764X.2010.526588

accountid=47253
Copyright Copyright Taylor & Francis Ltd. Dec 2010
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24/01/2020, 7)01 PM
document 19 of 23
School-university partnership in teacher education for inclusive

education
3802.2010.01160.x
Abstract
This paper presents an initiative at the University of Iceland School of Education aimed at developing school and
university partnerships. The discussion addresses whether and how this reform could support inclusive teacher
education. Teacher education in Iceland is currently under reconstruction because of new legislation, requiring a
master's degree for teachers at all levels. As a part of this reconstruction, the School of Education is attempting
to develop closer ties with Icelandic schools at different levels and with other stakeholders, both in regard to
policy and practice. The partnership is underpinned by mutual commitment and responsibility. The main aims are
to bridge the gap between theory and practice in student teacher learning and to encourage cooperation that
might lead to school development as well as improvements in the teacher education programme. The project
principally concerns four themes: teacher student learning; the associated schools; the university faculty and the
content of courses; and finally, the partnership itself. The project is still in its initial stages though data are being
collected along the way. To date, some preliminary data are available from two pilot studies. [PUBLICATION
ABSTRACT]
Details
Subject Education reform;

Educational partnerships;
Teacher education;
Education policy;
Pilot projects
Location Iceland
Title School-university partnership in teacher education for

inclusive education
Author Sigurdardóttir, Anna Kristín
24/01/2020, 7)01 PM
Publication title Journal of Research in Special Educational Needs; Oxford
Volume 10
Issue s1
Pages 149-156
Publication date Aug 2010
Publisher Blackwell Publishing Ltd.
Place of publication Oxford
Country of publication United Kingdom, Oxford
DOI http://dx.doi.org/10.1111/j.1471-3802.2010.01160.x

accountid=47253
Copyright Journal compilation © 2010 nasen
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document 20 of 23
EDUCATION: Two Inclusive Education centres to be established

Abstract
None available.
Full Text
The Director General Special Education, Pakistan Prince Abbas Khan has disclosed that under the special
directives of the President not only the number of special education centres is increased in the country but at
least two Inclusive Education centres in each and every district are being established so that children with
disabilities are also provided appropriate education facilities at their door step.
Addressing a meeting of experts on education of people with visual impairment he said that the government has
taken several initiatives for promotion of education for visually impaired children which included strengthening of
National Braille Press, provision of Hostel facilities and arrangement of transport.
The International Council for Education of People with Visual Impairment (ICEVI) and Pakistan Community
Development Council (PCCD) jointly organized the function in collaboration with Ministry of Social Welfare and
Special Education.
It also transpired on this occasion that with special interest and directives of Federal Minister for Social Welfare
and Special Education Samina Khalid Gurki over ten per cent increase has been noted this year in enrolment at
the special education centres of the federal government.
However, to ensure access to education for the children with disabilities, the government will also established the
aforementioned inclusive education schools where children with disabilities will be provided all basic facilities so
that these children could become useful citizens.
It was emphasized during the meeting that Government along with private sector should make efforts to
establish more special education centres for the Visually Impaired children and also to improve inclusive
education system by sending the Visually Impaired Children to general education schools.
Senior representatives of Directorate General of Special Education, Ministry of Education, Punjab Government's
special education department, special education departments of different private and public sector universities,
Sight Savers Pakistan, Pakistan Association for the Blinds, and ICEV participated in the function.
(c) 2010 PPI
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Title EDUCATION: Two Inclusive Education centres to be

established
Publication title Pakistan Press International; Karachi
Dateline Islamabad
Publisher AsiaNet Pakistan (Pvt) Ltd.
Place of publication Karachi
Country of publication Pakistan, Karachi
Publication subject General Interest Periodicals--Pakistan
Document type News

accountid=47253
Copyright (c) 2010 PPI
24/01/2020, 7)01 PM
24/01/2020, 7)01 PM
Bibliography

accountid=47253
accountid=47253
24/01/2020, 7)01 PM
accountid=47253
3802.2010.01160.x
accountid=47253
document 21 of 23
School District 18 and NBACL providing more information to

parents on inclusive education [Achieving Inclusion: a Parent
Guide to Inclusive Education in New Brunswick]
Abstract
None available.
Subject Mainstreaming;
Parent materials
Location New Brunswick Canada
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Company New Brunswick Teachers' Assn;

New Brunswick Assn for Community Living
Classification 9172: Canada
Title School District 18 and NBACL providing more information to

parents on inclusive education [Achieving Inclusion: a Parent
Guide to Inclusive Education in New Brunswick]
Publication title New Brunswick Teachers' Association; Fredericton
Volume 46
Issue 3
Pages 22
Number of pages 0
Publication date Nov 5, 2003
Publisher New Brunswick Teachers' Association
Place of publication Fredericton
Country of publication Canada, Fredericton
ISSN 03175227
Source type Trade Journals
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Document type PERIODICAL
Document feature Illustrations

accountid=47253
Copyright Copyright New Brunswick Teachers' Association Nov 5, 2003
24/01/2020, 7)01 PM
document 22 of 23
Inclusive education of students with special needs in the California

elementary schools: General education teachers' attitudes toward
inclusive education
accountid=47253
Abstract
The purpose of this study was to examine the supports available to general education teachers educating
students with disabilities in their classroom. Teachers' attitudes (measured through the support and collaboration
they received) toward the active involvement and participation of students with special needs in the general
education classroom for at least 80% of the school day also was explored. The sample consisted of 10
elementary school general education teachers in an urban inclusive setting. The researcher interviewed study
participants using a semistructured interview questionnaire designed for the purpose of the study.
Findings suggest that the majority of the teachers were not receiving the necessary support, which included:
lack of Instrumental and Informational professional support and collaboration with school based problem-solving
teams. Support that was received included personal and professional Validation/Esteem building. Respondents
had mixed perceptions about their schools' inclusive education program due to a lack of awareness, preparation,
and training.
Details
Subject Special education
Classification 0529: Special education
Identifier / keyword Education
Title Inclusive education of students with special needs in the

California elementary schools: General education teachers'
attitudes toward inclusive education
Author Schulman, Melissa Molly Mae
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Number of pages 82
Degree date 2002
School code 6080
Source MAI 41/02M, Masters Abstracts International
Place of publication Ann Arbor
Country of publication United States
ISBN 978-0-493-77128-1
Advisor Pavri, Shireen
University/institution California State University, Long Beach
University location United States -- California
Degree M.S.
Source type Dissertations & Theses
Language English
Document type Dissertation/Thesis
Dissertation/thesis number 1410362
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accountid=47253
Copyright Database copyright ProQuest LLC; ProQuest does not claim

copyright in the individual underlying works.
Database ProQuest Dissertations & Theses Global
24/01/2020, 7)01 PM
document 23 of 23
Canadian perspectives on inclusive education from there to here:

the passage to inclusive education
Abstract
None available.
Subject Access to education;

Mainstreaming;
Educational change;
Special education
Classification 9172: Canada
Title Canadian perspectives on inclusive education from there to

here: the passage to inclusive education
Author Bunch, Gary
Publication title Exceptionality Education Canada; Calgary
Volume 4
Issue 3/4
Pages 19-35
Number of pages 0
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Publisher Western University, Canada
Place of publication Calgary
Country of publication Canada, Calgary
ISSN 1183322X
Document type PERIODICAL
Document feature Illustrations; References

accountid=47253
Copyright Copyright Exceptionality Education Canada 1994
24/01/2020, 7)01 PM
Bibliography

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Location Africa; Australasia; South Africa

Company / organization Name: University of Stellenbosch

Identifier / keyword Stellenbosch; South Africa; Africa; Education

Title Education; New Findings on Education Described by

Publication title Education Letter; Atlanta

First page 148

Publication year 2019

Publication date Apr 17, 2019

Place of publication Atlanta

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Publication subject Education

Source type Wire Feeds

Language of publication English

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ProQuest document ID 2210399032

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0054, South Africa.

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Subject Special education;

Location Botswana; Africa; Malawi; South Africa; Namibia

Company / organization Name: University of KwaZulu-Natal

Identifier / keyword Durban; South Africa; Africa; Education; Education Policy;

Title Education; Reports from University of KwaZulu-Natal

Publication title Education Letter; Atlanta

First page 196

Publication year 2019

Publication date Apr 17, 2019

Place of publication Atlanta

Country of publication United States, Atlanta

Publication subject Education

Source type Wire Feeds

Language of publication English

Document type News

ProQuest document ID 2210396022

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Should we move from special education to inclusive education?

Subject Special education;

Identifier / keyword Inclusive education; disability; discourse; special education;

Title Should we move from special education to inclusive

Author Rodolfo Cruz Vadillo

Publication title Alteridad; Cuenca

Source details Educación y Sexualidad

Publication year 2018

Publication date Jul-Dec 2018

Section MISCELLANEOUS SECTION

Publisher Universidad Politécnica Salesiana del Ecuador

Place of publication Cuenca

Country of publication Ecuador, Cuenca

Publication subject Education

Source type Scholarly Journals

Language of publication English