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- GP Suja & S Elamaran (2024): Challenges of Inclusive Education in India
The goal of inclusive education is to educate kids with disabilities and learning challenges alongside regular kids under one roof. ... According to inclusive education, all categories of people with disabilities should have equal access to school and that extra attention should be given to the learning requirements of children with disabilities.The Indian government expedited the new Inclusive Education programme in order to meet the 2010 deadline for Education for All (EFA). ... Education for all helped to integrate many communities, including children from disabled families and members of Scheduled Tribes and Castes, into the mainstream of education. The inclusive education model serves as the foundation for education for everyone. ... This article explains the idea of inclusive education in India, as well as its implementation's difficulties.
RePEc:acg:sijash:v:11:y:2024:i:3:p:98-104 Save to MyIDEAS - Ivan Bykov (2023): Financing Inclusive Education In Ukraine
The financing of inclusive education in Ukraine and the procedure of using subsidies from the state budget to local budgets for providing state support to persons with special educational needs are the subject of research. The purpose of the article is to analyse the current process of financing inclusive education in Ukraine. ... Funding programmes for inclusive education can be targeted at students and their families rather than at local authorities and schools. ... The main source of funding from local budgets that can be used for inclusive education services is the equalisation grant. ... Special education teachers, rehabilitators and teacher's assistants receive an additional payment for hours worked in inclusive primary school classes.
RePEc:bal:3seasj:2661-5150:2022:4:2:1 Save to MyIDEAS - Alexiu Teodor Mircea & Baciu Elena-Loreni & Sandvin Johans Tveit & Birneanu Andreea Georgiana (2016): Special or Inclusive Education in Romania?
In our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania.
RePEc:vrs:erapso:v:9:y:2016:i:13:p:15-27:n:2 Save to MyIDEAS - Natalia Groznaja (2006): Inclusive education: The history and the international experience
This process is considered in the context of the changes in the attitude to the rights of the people with special educational needs and to their place within society. The author presents statistical data characterizing the situation in different countries in Europe and North America and describes the particular issues of transition to an inclusive education on the example of several countries. The article lists the principal conclusions pertaining to those approaches, that are capable of ensuring the efficiency of education in integrated schools.
RePEc:nos:voprob:2006:i:2:p:89-104 Save to MyIDEAS - Jean-Claude Kouladoum (2023): Inclusive Education and Health Performance in Sub Saharan Africa
The study assesses the effect of inclusive education on health performance in 48 Sub Saharan African countries from 2000 to 2020. ... Three gender parity index of educational enrolments are employed: primary education, secondary and the tertiary education as indicators of inclusive education. The findings of the study reveal that inclusive education enhances the health situation of individuals in Sub Saharan Africa. The findings further show that the health situation of both the male and the female are improved by inclusive education. The study recommends policymakers in this region to invest more in the education and the health sector so as to enhance the health performance of the citizens.
RePEc:spr:soinre:v:165:y:2023:i:3:d:10.1007_s11205-022-03046-w Save to MyIDEAS - Gorban , Maria (2012): Attitudes towards inclusive education in Russia
The paper looks at the factors affecting people’s attitudes towards inclusive education — a practice of educating children with special needs jointly with the «ordinary» children. The analysis uses the data from a pilot survey in four Russian regions which covered people with three different types of disability, as well as general population and shows that in general, people with different types of disability are perceiving the idea of inclusive education differently. The level of education and personal educational experience have turned out to be among most important factors. ... At the same time sex, children and family size are not affecting the attitudes towards inclusive education.
RePEc:ris:apltrx:0170 Save to MyIDEAS - Elena L. Simatova & Kristina V. Belgisova & Olga V. Shapoval & Elena G. Popkova (2017): Inclusive Education in Russia and Abroad (Legal Aspects)
The article analyzes the legal regulation of inclusive education in modern society, both at the international and national levels. The processes, according to the authors, levels existing in most countries a common understanding of the right of disabled persons to education as inalienable and absolute, deriving from the respect for their human dignity. In the present work investigates the main international documents regulating this right, including the Declaration on the rights of persons with disabilities and the Salamanca statement on principles, policy and practice in education of persons with special needs. Special attention is paid to the domestic regulation of inclusive education, including at the regional level.
RePEc:spr:conchp:978-3-319-55257-6_45 Save to MyIDEAS - Mullins, Philippa & Hakobyan, Tigranuhi & Harutyunyan, Mara (2024): In conversation with normativity: Perceptions and disruptions of inclusive education in Armenia
In Armenia, inclusive education has gained increasing presence in state policy documents and legislation, as well as in civil society organisations’ advocacy work and reporting. ... However, the implementation of inclusive education thus far has been characterised as integration, rather than inclusion; disabled children frequently experience exclusion at school. Drawing on two qualitative projects conducted in Gyumri, Armenia, in 2021–2022, we therefore explore how practices labelled as inclusion in schools are experienced by children categorised and/or identifying as disabled, as well as by children who are not. We analyse how exclusionary experiences and understandings problematise the value of both inclusion and school. We propose that any normative position advocating for inclusive education must be built from a deep ethical engagement with the aims, hopes, and values of disabled children.
RePEc:eee:cysrev:v:160:y:2024:i:c:s0190740924001129 Save to MyIDEAS - Jahanzaib, Muhammad & Fatima, Ghulam & Nayab, Dur-e- (2021): Inclusive Education Opportunities in Punjab Pakistan: A Locale Based Comparison
Inclusive education has been taking significant importance for the education of persons with disabilities (PWD’s) for a few decades. But, without equal opportunities, the seed of inclusion can never be fertiled. This study is an effort to depict the difference of existing inclusive education opportunities between rural and urban secondary schools of Punjab Pakistan.Design/Methodology/Approach: Survey method was used to collect data from 196 male and female teachers serving in rural and urban secondary schools of conveniently selected five districts viz Okara, Lahore, Pakpattan, Sahiwal, and, kasur with a self-reporting questionnaire named Research Questionnaire on the Condition of Available Inclusive Education Opportunities in Secondary Schools of Punjab. ... Both descriptive and inferential statistics were used.Findings: The study found that there was no significant difference of inclusive education opportunities in rural and urban secondary schools of Punjab.Implications/Originality/Value: However special students denied various opportunities claimed by the inclusive education teachers.
RePEc:src:sbseec:v:3:y:2021:i:3:p:301-308 Save to MyIDEAS - Muhammad Jahanzaib & Ghulam Fatima & Dur e Nayab (2019): Inclusive Education Facilities in Secondary Schools of Pakistan: A Gender Based Comparison
Nowadays inclusive education has proved a successful educational system for persons with disabilities. In this study, researchers have tried to explore difference between inclusive education facilities in male and female secondary schools of the province of Punjab, Pakistan. ... Research Questionnaire about the Condition of Available Inclusive Education Facilities and Opportunities in Secondary Schools of Punjab. ... This study describes that there is no significant difference in inclusive education facilities between male and female secondary schools. Moreover special students denied provision of inclusive education facilities as claimed by the teachers.
RePEc:src:relatj:v:1:y:2019:i:2:p:75-83 Save to MyIDEAS