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School-Based Mentoring for Professional Development of Inclusive School Teachers

-194. Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20 , 14-19. Carrington, S., & Robinson, R. (2004). A case study of inclusive school development: A journey of learning. The International Journal of Inclusive Education, 8 (2), 141-153. Dewey, J. (1963). Experience and education . New York: Collier Books. Fibkins, W. L. (2002). An administrator's guide to better teacher mentoring . Lanham, MD: Scarecrow Press

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Peruvian meatballs?
Constructing the Other in the performance of an inclusive school

. 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 inclusive school, 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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Teachers' Perceptions on What Inclusion Needs

References Ainscow, M. (1994). Special needs in the classroom: A teacher education guide. Paris: UNESCO. Ainscow, M. (1999). Understanding the development of inclusive schools. London: Falmer Press. Ainscow, M., & Haile-Giorgis, M. (1999). Educational arrangements for children categorised as having special needs, in Central and Eastern Europe [Electronic version]. European Journal of Special Needs Education, 14 (2), 103-121. Carrington, S., & Robinson

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An Inclusive Secondary School in Bratislava

Abstract

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.

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Special or Inclusive Education in Romania?

Abstract

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.

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Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)

principal’s role in creating inclusive schools 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. Ryan, J. (2006). Inclusive leadership . San Francisco: Jossey-Bass. Schensul, J. J. (2012). Methodology, methods, and tools in qualitative research. In S. D. Lapan, M. T. Quartaroli & F. J. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 69–106). San Francisco, CA: Jossey-Bass. Sindelar, P. T

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Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

. Retrieved October 9, 2009, from http://sage-ereference.com/research/Article_n250.html Buber, M. (2002). Between man and man. London, New York: Routledge Classics. Dymond, S., K. (2001). A participatory action research approach to evaluating inclusive school programs. Focus on Autism and Other Developmental Disabilities , 16(1), 54-63. DOI: 10.1177/108835760101200113. Flyvbjerg, B. (2004). Phronetic planning research: Theoretical and methodological reflections. Planning Theory & Practice , 5

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Characteristics of Sustainable Changes for Schools

) Promoting sustainable development through whole school approaches: An international, intercultural teacher education research and development project. Journal of Education for Teaching , 32(3), 283-301. Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D. & Liebert, T. W. (2006) The sustainability of inclusive school reform. Exceptional Children , 72(3), 317-331. Smith, J. G. (2006) Parental involvement in education among low-income families: A case study. School Community Journal. Special issue: Parental Involvement

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Inclusive Policy and Academic Achievements in Mathematics of Student with Special Educational Needs (SEN) in Republic of Serbia

. & Algozzine, B. (2014). Handbook of Effective Inclusive Schools: Research and Practice. New York, London: Routledge. Mitchell, D. (2010). Education That Fits: Review of International Trends in the Education of Students with Special Educational Needs. Christchurch: University of Canterbury. Naicker, S. (2015). The politics of inclusive education in South Africa . In F. Kiuppis and R.S. Hausstätter (Eds.). Inclusive Education Twenty Years After Salamanca. New York: Peter Lang. Nikolić, G., Lukić, M. & Janković, V. (2010). Deca i učenici sa smetnjama i

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Challenges, Counselling Needs, and Coping Strategies of Students with Visual Impairment in Regular Secondary Schools in Nigeria

Visually Impaired in the Regular Classroom”. In T. C. Ubani (Ed). Teaching Pupils With Special Education Needs . Ibadan: Oluben Printers. Bolanle, S. O. (2014). Self-concept, Social Skills and Behavior Patterns of Hearing-Impaired Students in Segregated and Inclusive Schools in South-West, Nigeria. Unpublished Doctoral Thesis, Department of Counsellor Education, University of Ilorin, Ilorin, Nigeria. Bulus, I. (2007). “Counselling Strategies for Special Needs Children in Nigeria”. In E. D. Ozoji& J. M. Okuoyibo (Eds). The Practice and Future of Special

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