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Equity and inclusion in education refers to the principle or policy that provides equal access for all learners to curriculum and programming within an educational setting. Some school boards have policies that include the terms inclusion and diversity. [1] Equity is a term sometimes confused with equality. [2]
Stephenson, Jacqueline H. et al eds. Diversity, Equality, and Inclusion in Caribbean Organisations and Society: An Exploration of Work, Employment, Education, and the Law (Springer International, 2020) Tatli, Ahu. "A multiâlayered exploration of the diversity management field: diversity discourses, practices and practitioners in the UK."
When teachers expand their knowledge on special education and the needs of students with special disabilities, they shape their perspectives and confidence in teaching an inclusive classroom. [29] Negative attitudes towards inclusive practices are "attributed to a lack of understanding and a fear of what is unknown". [25]
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
The Intergovernmental Committee for Physical Education and Sport (CIGEPS) [7] was established in 1978 to promote the role and value of sport and its inclusion in public policy. CIGEPS is composed of expert representatives in the field of physical education and sport from 18 UNESCO Member States, each elected for a four-year term.
There are so many different ways to teach special education and in the past decade, there has been an increase in the number of students with disabilities as well as the number of resources available to them. Students using special education services have grown 13.1 percent in 2009–10, and about 14.4 percent since 2019–20. [24] Co-teaching
Paraprofessional educators may work in special classrooms, resource rooms or serve as inclusion assistants who accompany individual students throughout their day. Paraprofessional educators in these roles may require specialized training in behavior management, de-escalation, personal- professional boundaries , and sometimes physical restraint.
CIMSPA's goals are to establish a new set of professional standards for the sport and physical activity sector, develop an endorsement programme for awarding organisations and training providers, and have the workforce be actively engaged in CIMSPA-accredited continuing professional development. [3]