Implementing Inclusive Education Issues in Bridging the Policy Practice Gap 1st Edition by Amanda Watkins, Cor JW Meijer, Chris Forlin ISBN 9781786353870 1786353873

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ISBN 10: 1786353873
ISBN 13: 9781786353870
Author: Amanda Watkins, Cor JW Meijer, Chris Forlin

Implementing Inclusive Education Issues in Bridging the Policy Practice Gap 1st Edition Table of contents:

Section I: Key Policy Areas for Inclusive Education

Ensuring a Strong Start for All Children: Inclusive Early Childhood Education and Care

Introduction

Definition and EU Approach to ECEC

Quality in ECEC

Main Policy Issues and Recommendations for Quality Inclusive ECEC

Inclusive Access to ECEC

The ECEC Workforce

Curriculum

Monitoring and Evaluation

Governance and Funding

Importance of an Inclusive Framework

Issues to Be Raised on Quality of ECEC

Concluding Comments

References

Financing Inclusive Education: Policy Challenges, Issues and Trends

Introduction to Key Policy Issues for Financing Inclusive Education

Incentivise Inclusive Education to Promote the Right to Education for All

Shifting Resource Allocation Mechanisms Away from a Needs or Disability Type of Approach

The Need to Convince Stakeholders to See Diversity as an Opportunity

Promote Equity in Education through Decentralised, Flexible and Accessible Learning Environments

Incentivising Cross-Sectoral Policies and Practices for Accessible Learning Environments

Encouraging Flexible Support and Teaching

Embed Learners’ Rights in Effective Governance and Accountability Mechanisms

Fostering Synergies among Stakeholders through Effective Governance Mechanisms

Effective Monitoring and Accountability Mechanisms for Appropriate Quality Assurance Frameworks

Conclusions

Shift from Ineffective, Inequitable and Labelling Resource Allocation Mechanisms …

… To Decentralised and Flexible Inclusive Education Systems Focusing on the Enabling Effect of Pol

…And Embedding Learners’ Rights in Effective Governance and Accountability Mechanisms

Acknowledgement

References

Educating All Teachers for Inclusion

Introduction

Teacher Education Across Europe – The Current Policy Context

The Need for Policy Initiatives Promoting Values Based Approaches to Inclusive Education

The Need for Policy that Promotes Inclusion as a System-Wide Issue

The Need for Policy that Promotes Teacher Education for Inclusion

Barriers to Implementing Policy for Teacher Education for Inclusion

Different Approaches to Competence Development

The Need for a Deeper Understanding of Inclusion

The Need for ‘Mature’ Sites to Develop Inclusive Practice in Collaboration with Experienced Teac

The Role of Specialised Courses

The Role of Teacher Educators

Supporting the Implementation of Policy on Teacher Education for Inclusion

Organisation of Courses that Prepare All Teachers for Inclusion

Schools Practice Opportunities

Links between ITE and CPD

Moving Policy for Teacher Education Forward

National Policies for Inclusive Education

Curriculum Development

Concluding Comments

References

Inclusive Vocational Education and Training (VET) – Policy and Practice

Introduction

Changing Labour Markets

Learners with Disabilities and/or SEN in VET

The Role of Career Guidance

VET as a Pathway to Employment for Learners with Disabilities and/or SEN

Quality Improvement/National Qualifications Frameworks (NQF)

Key Aspects of Successful VET Policy and Practice

VET Institution Management

Implementing Learner-Centred Approaches for Developing Skills Relevant to the Labour Market

Focusing on Learners’ Capabilities for Developing Work Opportunities that Better Match Learners’

Conclusion

Note

References

Section II: Support and Provision

How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change

Introduction: Global Challenges in the European Context

Theoretical Approach on Policy Issues and Challenges Relating to Inclusion

Institutionalisation of Inclusive School Cultures

The Flensburg Beacon: Creating Conditions for Change

Policy Statements and Challenges in Practice

Preconditions for Inclusion in Flensburg’s Context

The Waldschule: Transformation in an Extraordinary Situation

The Development and Institutionalisation of a More Inclusive Culture

Overcoming Barriers: Four Fundamental Conditions for Inclusive Development

The Essunga Beacon: Underlying Forces in Developing Increased Capability

Policy Statements and Challenges in Practice

Preconditions for Inclusion in Essunga’s Context

Nossebro School: Transformation in an Extraordinary Situation

The Development and Institutionalisation of a More Inclusive Culture

Overcoming Barriers: Underlying Mechanisms of Increased Inclusive Capability

Conclusion

Fundamental Policy and Education System Factors for Change

Mechanisms for Local School Transformation

Underlying Understanding and Trust in a Learning Chain of Command

Notes

References

Multicultural Diversity and Special Educational Needs

Introduction

Definition

EU Approach to Diversity

Educational Measures

SEN and Ethnicity: Key Issues to Consider

SEN and Ethnicity: Over and Under-Representation

A Study of SEN and Ethnic Disproportionality’

What Was the Focus?

What Did We Do?

What Did We Find?

Exploring the Perspectives of Children and Young People with SEN

Career Choices of Young Disabled People

Methods

Multiculturalism

Findings

Multicultural Diversity, SEN and Inclusion

Effectiveness and Values

Conclusions

Main Policy Issues

How Do we Action These Issues?

What Are the Difficulties in Implementing These Recommendations?

Overcoming the Difficulties

Finally

References

ICT as a Tool for Supporting Inclusive Learning Opportunities

Introduction

European Level Policy Directives and Guidance

Legislation and Policy Promoting Equity in Educational Opportunities

Access to Appropriate ICTs for Learners with Disabilities and/or SEN

Identifying the Policy-Practice Gaps

Introducing Kim

The Availability of Technology to Support Access to Inclusive Learning Opportunities

A Policy Framework that Ensures Equitable Access to Learning Opportunities

Empowering All Learners through the Use of ICTs that Meet Their Wider Learning Needs

Acknowledgement

References

Addressing the Challenges of Raising Achievement for All

Introduction

Policy Issues

Policy Priorities

Meeting the Challenge of Raising Achievement for All Learners

Raising Achievement through Leadership and Learning

Leading Learning through Inclusive School Self-Evaluation

Leadership Development

Change Wisdom

Stages of Concern

Trust

Instructional Leadership Programme

Collaborative School Practice as a Response to Diversity

A Culture of Acceptance and Valuing

Learner Voice – Personalisation

Pedagogy for All

Concluding Remarks

Notes

References

Section III: Monitoring the Implementation of Inclusive Education

Inclusive Assessment: Issues and Challenges for Policy and Practice

Introduction

High Quality Inclusive Assessment

At National Level

At Local/School Level

Policy and Practice Issues – Addressing the Challenges

The Need to Provide Clarity about the Purposes of Assessment

Raising Awareness of Education Decision Makers

Designing Assessment Procedures which Are Coherent and Fit for Purpose

Assessment for Identification of Needs without Labelling/Categorising Learners

High Stakes Assessment and Accountability Issues

Investment in Teacher Education

Concluding Remarks

References

Efficiency, Effectiveness and Equity within Inclusive Education Systems

Introduction

Why Is System Monitoring in Relation to Efficiency, Effectiveness and Equity a Policy Priority?

Challenges in Implementing Effective Monitoring of Inclusive Education Systems

Definition Issues

Inclusive Policy and Practice Issues

What Should be Monitored in Relation to Efficiency, Effectiveness and Equity?

Data on System Inputs

Data on System Processes

Data on System Outcomes

System Monitoring

Monitoring Efficiency, Effectiveness and Equity as a Policy Development Imperative

Monitoring Learners’ Rights as an Equity Issue

Monitoring System Effectiveness

Concluding Comments

References

Young Voices on Inclusive Education

Introduction

Five Key Messages for Inclusive Education

Key Message One ‘as Early as Possible’

Key Message Two ‘Inclusive Education Benefits All’

Key Message Three ‘Highly Qualified Professionals’

Key Message Four ‘Support Systems and Funding Mechanisms’

Key Message Five ‘Reliable Data’

Young Voices in Relation to Key Messages from the European Agency Work

As Early as Possible

Inclusive Education Benefits All

Highly Qualified Professionals

Support Systems and Funding Mechanisms

Inclusive Education – Take Action! The Luxembourg Recommendations

Priority 1 – Everything about Us, with Us

Priority 2 – Barrier-Free Schools

Priority 3 – Breaking Down Stereotypes

Priority 4 – Diversity Is the Mix, Inclusion Is What Makes the Mix Work

Priority 5 – Becoming Full Citizens

Concluding Comments

References

Summary and Conclusions: Ways Forward in Bridging Policy-Practice Gap Issues within Inclusive Educat

Raise the Achievements of all Learners

Ensure that all Stakeholders Value Diversity

Ensure the Availability of Flexible Continua of Provision and Resources

Raise the Achievements, Outcomes and Outputs of the Overall System

Inclusive Education Systems as Learning Systems

Concluding Comments

About the Authors

Index

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Tags: Amanda Watkins, Cor JW Meijer, Chris Forlin, Implementing Inclusive Education, Policy Practice Gap