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The development of inclusive education practice: A review of literature

Yıl 2020, , 68 - 83, 30.06.2020
https://doi.org/10.20489/intjecse.722380

Öz

The idea of inclusive education has become a very important element of educational thinking internationally and has been widely advocated by international organisations such as UNESCO. This paper gives a historical and philosophical review of the concept of inclusive education. The review looks first to the definition of inclusive education, the global movement towards educational inclusion, and the shift in terminology from integration to inclusion. It then discusses some issues raised in the literature about inclusive education and later details the influence of the ideological framework. This paper also identifies two main factors that should be considered to ensure the better implementation of inclusive education. This article concludes that, despite the general agreement on the principle of inclusion, some elements have been widely contested, such as what it means in practice and what should be considered inclusion.

Kaynakça

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  • Ainscow, M. (1999). Understanding the development of inclusive education. London: Routledge Falmer.
  • Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of Educational Change, 6(2), 109–124. https://doi.org/10.1007/s10833-005-1298-4.
  • Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next?. Prospects, 38(1), 15–34. https://doi.org/10.1007/s11125-008-9055-0.
  • Al-Kaabi, I. (2010). The socio-family and care staff opinion of services and role of children with special needs in Qatar. International Journal of Business and Social Science, 13, 18-25.
  • Alexander, C., & Strain, P. S. (1978). A review of educators’ attitudes toward handicapped children and the concept of mainstreaming. Psychology in the Schools, 15, 390–396. https://doi.org/10.1002/1520-6807(197807)15:3<390::AID-PITS2310150316>3.0.CO;2-S
  • Alghazo, E. M., & Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31, 94–99. https://doi.org/10.1111/j.0952-3383.2004.00335.x
  • Ali, M. M., Mustapha, R., & Jelas, M. Z. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(2), 36–44. http://www.internationaljournalofspecialeducation.com
  • Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989
  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147. https://doi.org/10.1080/08856250210129056
  • Brown, R. C. (2005). Inclusive education in Middle Eastern cultures: the challenge of tradition. In D. Mitchell (Ed.), Contextualizing inclusive education, evaluating old and new international perspectives (pp. 253–278). London: Routledge.
  • Buysse, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: a review of comparative studies. The Journal of Special Education, 26(4), 434–461. https://doi.org/10.1177/002246699302600407
  • Centre for Studies in Inclusive Education (CSIE). (1989). Inclusive education: the right to belong to the mainstream. Bristol: CSIE.
  • Copeland, S., Hughes, C., Agran, M., Wehmeyer, M., & Rodi, M. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 262–272. https://www.jstor.org/stable/23880004
  • Croll, P., & Moses, D. (1998). Pragmatism, ideology and educational change: the case of special educational needs. British Journal of Educational Studies, 46(1), 11–25. https://doi.org/10.1111/1467-8527.00067
  • Croll, P., & Moses, D. (2000). Ideologies and utopias: education professionals’ views of inclusion. European Journal of Special Needs Education, 15(1), 1–12. https://doi.org/10.1080/088562500361664
  • De Boer, S., & Simpson, R. L. (2009). Successful inclusion for students with autism: Creating a complete, effective ASD inclusion program. San Francisco: Jossey-Bass.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: a review of the literature. European Journal of Special Needs Education, 25(2), 165–181. https://doi.org/10.1080/08856251003658694
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  • Dykeman, B. F. (2006). Alternative strategies for assessing special educational needs. Education, 127(2), 265–273. http://findarticles.com/p/articles/mi_qa3673/is_200601/ai_n17176206.
  • Dyson, A. (2001). Special needs in the twenty-first century: Where we’ve been and where we’re going. British Journal of Special Education, 28(1), 24–29. https://doi.org/10.1111/1467-8527.t01-1-1-00200
  • Dyson, A., & Millward, A. (2000). Schools and special needs: Issues of innovation and inclusion. London: Paul Chapman Publishing Ltd. Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4(2), 153–162. https://doi.org/10.1080/136031100284867
  • Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007). The relationship between inclusion and academic achievement in English mainstream schools. School Effectiveness and School Improvement, 18(3), 335–352. https://doi.org/10.1080/09243450701442746
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Yıl 2020, , 68 - 83, 30.06.2020
https://doi.org/10.20489/intjecse.722380

Öz

Kaynakça

  • Ainscow, M. (1993). Teacher education as a strategy for developing inclusive schools. In R. Slee (Ed.), Is there a desk with my name on it? The politics of integration. London: Falmer.
  • Ainscow, M. (1998). Would it work in theory? Arguments for practitioner researcher and theorising in the special needs field. In C. Clark, A. Dyson, & A. Millward (Eds.), Theorising special education (pp. 49–65). London: Routledge.
  • Ainscow, M. (1999). Understanding the development of inclusive education. London: Routledge Falmer.
  • Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of Educational Change, 6(2), 109–124. https://doi.org/10.1007/s10833-005-1298-4.
  • Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next?. Prospects, 38(1), 15–34. https://doi.org/10.1007/s11125-008-9055-0.
  • Al-Kaabi, I. (2010). The socio-family and care staff opinion of services and role of children with special needs in Qatar. International Journal of Business and Social Science, 13, 18-25.
  • Alexander, C., & Strain, P. S. (1978). A review of educators’ attitudes toward handicapped children and the concept of mainstreaming. Psychology in the Schools, 15, 390–396. https://doi.org/10.1002/1520-6807(197807)15:3<390::AID-PITS2310150316>3.0.CO;2-S
  • Alghazo, E. M., & Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31, 94–99. https://doi.org/10.1111/j.0952-3383.2004.00335.x
  • Ali, M. M., Mustapha, R., & Jelas, M. Z. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(2), 36–44. http://www.internationaljournalofspecialeducation.com
  • Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989
  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147. https://doi.org/10.1080/08856250210129056
  • Brown, R. C. (2005). Inclusive education in Middle Eastern cultures: the challenge of tradition. In D. Mitchell (Ed.), Contextualizing inclusive education, evaluating old and new international perspectives (pp. 253–278). London: Routledge.
  • Buysse, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: a review of comparative studies. The Journal of Special Education, 26(4), 434–461. https://doi.org/10.1177/002246699302600407
  • Centre for Studies in Inclusive Education (CSIE). (1989). Inclusive education: the right to belong to the mainstream. Bristol: CSIE.
  • Copeland, S., Hughes, C., Agran, M., Wehmeyer, M., & Rodi, M. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 262–272. https://www.jstor.org/stable/23880004
  • Croll, P., & Moses, D. (1998). Pragmatism, ideology and educational change: the case of special educational needs. British Journal of Educational Studies, 46(1), 11–25. https://doi.org/10.1111/1467-8527.00067
  • Croll, P., & Moses, D. (2000). Ideologies and utopias: education professionals’ views of inclusion. European Journal of Special Needs Education, 15(1), 1–12. https://doi.org/10.1080/088562500361664
  • De Boer, S., & Simpson, R. L. (2009). Successful inclusion for students with autism: Creating a complete, effective ASD inclusion program. San Francisco: Jossey-Bass.
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: a review of the literature. European Journal of Special Needs Education, 25(2), 165–181. https://doi.org/10.1080/08856251003658694
  • Department for Education and Employment (DfEE). (1997). The green paper, meeting special educational needs: A programme of action. Suffolk: DfEE publications.
  • Department of Education and Skills (DES). (1978). The Warnock Report. London: HMSO.
  • Department for Education and Skills (DfES). (1981). Education act. London: HMSO.
  • Department for Education and Skills (DfES). (2001). SEN code of practice, Nottingham: DfES Publications.
  • Dupoux, E., Wolman, C., & Estrada, E. (2005). Teachers’ attitudes toward integration of students with disabilities in Haiti and the United States. International Journal of Disability, Development and Education, 52(1), 45–60. https://doi.org/10.1080/10349120500071894
  • Dykeman, B. F. (2006). Alternative strategies for assessing special educational needs. Education, 127(2), 265–273. http://findarticles.com/p/articles/mi_qa3673/is_200601/ai_n17176206.
  • Dyson, A. (2001). Special needs in the twenty-first century: Where we’ve been and where we’re going. British Journal of Special Education, 28(1), 24–29. https://doi.org/10.1111/1467-8527.t01-1-1-00200
  • Dyson, A., & Millward, A. (2000). Schools and special needs: Issues of innovation and inclusion. London: Paul Chapman Publishing Ltd. Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4(2), 153–162. https://doi.org/10.1080/136031100284867
  • Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007). The relationship between inclusion and academic achievement in English mainstream schools. School Effectiveness and School Improvement, 18(3), 335–352. https://doi.org/10.1080/09243450701442746
  • Farrell, P. T., Jimerson, S. R., Howes, A. J., & Davies, A. S. M. (2008). Promoting inclusive practice in schools: A challenging role for school psychologists. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (pp. 821–839). New York: John Wiley & Sons Inc.
  • Fayez, M., Dababneh, K., & Jumiaan, I. (2011). Preparing teachers for inclusion: Jordanian preservice early childhood teachers’ perspectives. Journal of Early Childhood Teacher Education, 32, 322–337. https://doi.org/10.1080/10901027.2011.622239
  • Florian, L. (2009). Preparing teachers to work in schools for all. Teachers and Teacher Education, 25(6), 533–534. https://doi.org/10.1016/j.tate.2009.02004
  • Fox, S., Farrell, P., & Davis, P. (2004). Factors associated with the effective inclusion of primary-aged pupils with Down’s syndrome. British Journal of Special Education, 31(4), 184–190. https://doi.org/10.1111/j.0952-3383.2004.00353.x
  • Freeman, S., & Alkin, M. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education, 21(1), 3–18. https://doi.org/10.1177/074193250002100102
  • Gaad, E. (2011). Inclusive education in the Middle East. New York: Routledge.
  • Garrick Duhaney, L. M., & Salend, S. J. (2000). Parental perceptions of inclusive educational placements. Remedial and Special Education, 21(2), 121–128. https://doi.org/10.1177/074193250002100209
  • Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. Z. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18. https://doi.org/10.1177/001440299706400101
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  • Hodkinson, A. (2016). Key issues in special educational needs & inclusion. London: Sage.
  • Jassanein, E. E. (2015). Inclusion, disability and culture. Rotterdam, Netherlands: Sense Publishers.
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  • Kalyva, E., Georgiadi, M., & Tsakiris, V. (2007). Attitudes of Greek parents of primary school children without special educational needs to inclusion. European Journal of Special Needs Education, 22(3), 295–305. https://doi.org/10.1080/08856250701430869
  • Lewis, C. (1995). Reviewed work: Educating hearts and minds: Reflections on Japanese preschool and elementary education. The Journal of Educational Thought, 29(3), 288–290.
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  • Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24. https://doi.org/10.1348/000709906X156881
  • Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classroom. Baltimore, MD: Paul H. Brookes.
  • Loreman, T., Forlin, C., & Sharma, U. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27(4), 5–15. http://dx.doi.org/10.18061/dsq.v27i4.53
  • Marston, R., & Leslie, D. (1983). Teacher perceptions from mainstreamed versus non-mainstreamed teaching environments. ERIC, 40(1), 8–15.
  • McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J., & Ray, L. (2003). The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: an exploratory study. Education and Treatment of Children, 26(3), 224–236.
  • McGregor, E., & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2), 189–207. https://doi.org/10.1177/1362361301005002008
  • Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: conflict, contradiction or opportunity?. International Journal of Inclusive Education, 14(1), 1–15. https://doi.org/10.1080/13603110802265125
  • Morgan, H. (2012). The social model of disability as a threshold concept: troublesome knowledge and liminal spaces in social work education. Social Work Education, 31(2), 215–226. https://doi.org/10.1080/02615479.2012.644964
  • Mukhopadhyay, S. (2014). Botswana primary schools’ teachers’ perception of inclusion of learners with special educational needs. Journal of Research in Special Educational Needs, 14(1), 33–42. https://doi.org/10.1111/j.1471-3802.2012.01269.x
  • National Union of Teachers. (1997). Special schools bulletin. London: Author.
  • Norwich, B. (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?. Journal of Research in Special Educational Needs, 14(1), 16–21. https://doi.org/10.1111/1471-3802.12012
  • O’Hanlon, C. (1995). Inclusive education in Europe. London: David Fulton.
  • Oliver, M. (1990). The politics of special educational needs. London: Falmer.
  • Oliver, M. (1996). Defining impairment and disability: issues at stake. In C. Barnes & G. Mercer (Eds.), Exploring the divide: Illness and disability. Leeds: The Disability Press.
  • Oliver, M. (2013). The social model of disability: thirty years on. Disability and Society, 28(7), 1024–1026. https://doi.org/10.1080/09687599.2013.818773
  • Osgood, R. L. (2005). The history of inclusion in the United States. Washington, DC: Gallaudet University Press.
  • Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parents’ views on inclusion for their children with severe disabilities. Exceptional Children, 67(4), 647–684. https://doi.org/10.1177/001440290106700403
  • Pijl, S. J. (2010). Preparing teachers for inclusive education: some reflections from the Netherlands. Journal of Research in Special Educational Needs, 10(1), 197–201.
  • Pijl, S. J., Meijer, C. J. W., & Hegarty, S. (Eds.). (1997). Inclusive education: A global agenda. London: Routledge.
  • Reichart, D. C., Lynch, E. C., Anderson, B. C., Svobodny, L. A., Di Cola, J. M., & Mercury, M. G. (1989). Parental perspectives on integrated preschool opportunities for children with handicaps and children without handicaps. Journal of Early Intervention, 13, 6–13. https://doi.org/10.1177/105381518901300102
  • Ritter, C. L., Michel, C. S., & Irby, B. (1999). Concerning inclusion: perceptions of middle school students, their parents, and teachers. Rural Special Education Quarterly, 18(2), 10–16. . https://doi.org/10.1177/875687059901800203
  • Rizzo, T. L., & Vispoel, W. P. (1991). Physical educators’ attributes and attitudes toward teaching students with handicaps. Adapted Physical Activity Quarterly, 8(1), 4–11.
  • Roberts, C., & Lindsell, J. (1997). Children’s attitudes and behavioral intentions towards peers with disabilities. International Journal of Disability, Developmental and Education, 44, 133–145. https://doi.org/10.1080/0156655970440205
  • Rose, R. (2001) Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review, 53(2), 147–157. https://doi.org/10.1080/00131910120055570
  • Ryndak, D. L., Orlando, A., Storch, J., Denney, M., & Huffman, J. (2011). A mother’s perceptions of her ongoing advocacy efforts for her son with significant disabilities: her twelve-year journey. International Journal of Whole Schooling, 7(2), 74–91.
  • Sebba, J., & Ainscow, M. (1996). International development in inclusive schooling: Mapping the issues. Cambridge Journal of Education, 26(1), 5–18. https://doi.org/10.1080/0305764960260101
  • Shakespeare, T., & Watson, N. (2002). The social model of disability: an outdated ideology?. Research in Social Science and Disability, 2, 9–28. Shapiro, J. P. (1993). No pity: People with disabilities forging a new civil rights movement. New York: Times Books.
  • Skidmore, D. (1996). Toward an integrated theoretical framework for research in special educational needs. European Journal of Special Needs Education, 11 (1), 33-47. https://doi.org/10.1080/0885625960110103
  • Skidmore, D. (1999). Continuities and developments in research into the education of pupils with learning difficulties. British Journal of Educational Studies, 47(1), 3–16. https://doi.org/10.1111/1467-8527.00099
  • Slee, R. (1998). The politics of theorizing special education. In C. Clarke, A. Dyson, & A. Millward (Eds.), Theorising special education (2nd ed.). London: Routledge.
  • Smith, A., & Thomas, N. (2006). Including pupils with special educational needs and disabilities in national curriculum physical education: a brief review. European Journal of Special Needs in Education, 21(1), 69–83. https://doi.org/10.1080/08856250500491849
  • Smith, M. K., & Smith, K. (2000). “I believe in inclusion, but...” Regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education, 14(2), 161–180. https://doi.org/10.1080/02568540009594761
  • Stoner, J., Bock, S. J., Thompson, J. R., Angell, M. E., Heyl, B. S., & Crowley, E. P. (2005). Welcome to our world: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20, 39–51. https://doi.org/10.1177/10883576050200010401
  • Swain, J., & French, S. (2000). Towards an affirmation model of disability. Disability and Society, 15(4), 569–582. https://doi.org/10.1080/09687590050058189
  • Symes, W., & Humphrey, N. (2010). Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International, 31(5), 478–494. https://doi.org/10.1177/0143034310382496
  • Thomas, C. (2014). Disability and impairment. In J. Swain, S. French, & C. Barnes (Eds.), Disabling barriers—Enabling environments (3rd ed.) London: Sage.
  • Tomlinson, S. (1982). A sociology of special education. London: Routledge and Kegan Paul.
  • United Nations (UN). (2007). UN Convention on the rights of persons with disabilities. Geneva: Office of the UN High Commissioner for Human Rights.
  • United Nations Educational Scientific and Cultural Organisation (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: Author. Retrieved from www.unesco.org/education/pdf/SALAMA_E.PDF
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2005). Guidelines for inclusion: Ensuring Access to education for all. Paris, France: Author.
  • Weber, A. S. (2011). What is a knowledge economy? Oil-rich nations post-oil. The International Journal of Science in Society, 2, 1–9.
  • Weber, A. S. (2012). Inclusive education in the Gulf Cooperation Council. Journal of Educational and Instructional Studies in the World, 2, 85–97.
  • Webster, R., & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: results from a systematic observation study. European Journal of Special Needs Education, 28(4), 463–479. https://doi.org/10.1080/08856257.2013.820459
  • Whitaker, P. (2007). Provision for youngsters with autistic spectrum disorder in mainstream schools, what parents said and what parents want. Support for Learning, 34(3), 170–178. https://doi.org/10.1111/j.1467-8578.2007.00473.x
  • Yell, M. L. (2006). The law and special education. Columbus, OH: Prentice Merrill Prentice-Hall.
Toplam 97 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Norah Alzahranı Bu kişi benim 0000-0003-0900-3585

Yayımlanma Tarihi 30 Haziran 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Alzahranı, N. (t.y.). The development of inclusive education practice: A review of literature. International Journal of Early Childhood Special Education, 12(1), 68-83. https://doi.org/10.20489/intjecse.722380