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Findings of a paper published in Learning Environments Research suggest that educators who were receptive and assumed direct authority had a better chance of achieving success. [29] However, teacher attitudes alone do not determine the appropriateness of an education placement for meeting educational needs.
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 ...
Disability studies in education (DSE) is a field of academic study concerned with education research and practice related to disability. DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". [ 1 ]
"Diversity, equity, and inclusion (DEI) in the Journal of Consumer Research: A curation and research agenda." Journal of Consumer Research 48.5 (2022): 920–933. online; Barnett, Rachel. "Leading with meaning: Why diversity, equity, and inclusion matters in US higher education." Perspectives in Education 38.2 (2020): 20–35. online
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]
Inclusion is ultimately a multifaceted practice that involves a variety of approaches across cultures and settings. It is an approach that seeks to ensure that people of differing abilities visibly and palpably belong to, are engaged in, and are actively connected to the goals and objectives of the wider society.
According to 2010 research 90% of disabled students in Colombia did not attend a mainstream school, and only 26% of them are able to attend school at all. [99] The history of special education in Colombia can be categorized into three time periods: the period of neglect, the period of diagnosis and planning, and the emergence of special education.
Mainstreaming or inclusion in the regular education classrooms, with supplementary aids and services if needed, are now the preferred placement for all children. Children with disabilities may be placed in a more restricted environment only if the nature or severity of the disability makes it impossible to provide an appropriate education in ...