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Constructing the Other in the performance of an inclusive school
Anna Åhlund and Rickard Jonsson
. As a final point, the e-mail is cosigned by the ‘Harvard group’ and the school administrators.
The principal’s e-mail could be read as a performance of a successful and inclusiveschool, with prestigious academic contacts; additionally, it underlines a commitment of getting everybody to work together to improve the school environment even more. This e-mail therefore constitutes an example of the institution’s own storytelling about a democratic and successful school, which (a) welcomes students’ to formulate good teaching practices, (b) gives priority to
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Carrington, S., & Robinson
Eva Gajdošová, Veronika Bisaki and Silvia Sodomová
The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index) and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.
Teodor Mircea Alexiu, Elena-Loreni Baciu, Johans Tveit Sandvin and Andreea Georgiana Birneanu
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. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.
Jozef Miškolci, Derrick Armstrong and Ilektra Spandagou
principal’s role in creating inclusiveschools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70 (1), 55–81.
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Gordana Nikolić, Nataša Branković, Bojan Lazić and Rada Rakočević
. & Algozzine, B. (2014). Handbook of Effective InclusiveSchools: Research and Practice. New York, London: Routledge.
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Hyginius C. Okonkwo, Mary G. Fajonyomi, Joshua A. Omotosho, Mary O. Esere and Bolanle O. Olawuyi
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