The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Understanding inclusive education: ideals and reality
Open accessAbstract
The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.
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Cites
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“For these reasons, contemporary studies and meta-studies of inclusive education for students with disabilities in no way provide a clear answer about the effects (Cara 2013; Göransson and Nilholm 2014; Kavale and Forness 2000; Lindsay 2007).”
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What counts as evidence of inclusive education?
Florian, L. (2014) · European Journal of Special Needs Education · doi:10.1080/08856257.2014.933551 · Cited by 484
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Cited by
Inclusive education: Developments and challenges in South Africa
Engelbrecht, P. (2020) · PROSPECTS · doi:10.1007/s11125-020-09499-6 · Cited by 132
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
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“The rhetoric of inclusivity has made it unpopular to suggest that evidence of its effectiveness is necessary to support its implementation [13].”
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“…on disability reflects and is concomitantly the result of a profoundly entrenched preoccupation with special education discourses of disability (Haug 2017), exacerbated by the contradictory and non-binding nature of national and Bologna Process policy documents around inclusion and diversity…”
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Metadata
- Authors
- Haug, P.
- Venue
- Scandinavian Journal of Disability Research
- Publisher
- Stockholm University Press
- Published
- 2016-08-26
- Volume
- 19
- Issue
- 3
- Pages
- 206-217
- ISSN
- 1501-7419 (ISSN-L)
- 1745-3011
- OpenAlex
- W2510531420
- Cited by
- 630
- References
- 41
- FWCI
- 45.71
- Type
- journal article
- Language
- en
- Open access
- gold
- Funders
- Norwegian Council of Research (218326)
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