Shifting Gears: Re-framing the International Discussion about Inclusive Education.
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| Title: | Shifting Gears: Re-framing the International Discussion about Inclusive Education. |
|---|---|
| Authors: | Jackson, Lewis1 lewis.jackson@unco.edu, Fitzpatrick, Heather1, Alazemi, Bedoor2, Rude, Harvey1 |
| Source: | Journal of International Special Needs Education. 2018, Vol. 21 Issue 2, p11-22. 12p. |
| Subject Terms: | *Inclusive education, International conflict, United States. Individuals with Disabilities Education Act |
| Abstract: | Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating all students with disabilities. We argue in response that the issue should not be framed as ''inclusion versus non-inclusion,'' asserting that our field would benefit by examining the alternatives that actually exist across the globe for educating children with and without disabilities. We first provide four concepts that are central to understanding how education is conceptualized and practiced on a global scale: (a) education for all (EFA), interpreted as nations valuing an educated citizenry; (b) primary and secondary education, discussed to make clear real differences in how these two periods of schooling are handled across nations; (c) tracking, the worldwide practice of ability grouping that affects the education of all students; and (d) comprehensive local schools, regionally centralized facilities educating all children, which offer the potential for greater equity. We follow the latter with five schooling ''models'' that represent the major educational options worldwide: (a) the selective schools model, which controls educational access, often with academic criteria; (b) the separate schools model, which tracks students into different facilities; (c) the tracked schools model, which stratifies students within the same facility; (d) the multi-tiered schools model, which starts with general education settings and curriculum, then provides interventions or programs as needed; and (e) the equity schools model, which uses general education settings and curriculum, providing supports as needed. We conclude with four points: (a) neither resource scarcity nor presumed limitations in general education capacity should preclude inclusive education; (b) the comprehensive local school provides a good base for enhancing equity in educational opportunity for students with and without disabilities; (c) special education is tracking, seriously impacting equity; and (d) inclusive schooling provides the best approach to EFA in the long run. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 133379150 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Shifting Gears: Re-framing the International Discussion about Inclusive Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jackson%2C+Lewis%22">Jackson, Lewis</searchLink><relatesTo>1</relatesTo><i> lewis.jackson@unco.edu</i><br /><searchLink fieldCode="AR" term="%22Fitzpatrick%2C+Heather%22">Fitzpatrick, Heather</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Alazemi%2C+Bedoor%22">Alazemi, Bedoor</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rude%2C+Harvey%22">Rude, Harvey</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+International+Special+Needs+Education%22">Journal of International Special Needs Education</searchLink>. 2018, Vol. 21 Issue 2, p11-22. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22International+conflict%22">International conflict</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%2E+Individuals+with+Disabilities+Education+Act%22">United States. Individuals with Disabilities Education Act</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating all students with disabilities. We argue in response that the issue should not be framed as ''inclusion versus non-inclusion,'' asserting that our field would benefit by examining the alternatives that actually exist across the globe for educating children with and without disabilities. We first provide four concepts that are central to understanding how education is conceptualized and practiced on a global scale: (a) education for all (EFA), interpreted as nations valuing an educated citizenry; (b) primary and secondary education, discussed to make clear real differences in how these two periods of schooling are handled across nations; (c) tracking, the worldwide practice of ability grouping that affects the education of all students; and (d) comprehensive local schools, regionally centralized facilities educating all children, which offer the potential for greater equity. We follow the latter with five schooling ''models'' that represent the major educational options worldwide: (a) the selective schools model, which controls educational access, often with academic criteria; (b) the separate schools model, which tracks students into different facilities; (c) the tracked schools model, which stratifies students within the same facility; (d) the multi-tiered schools model, which starts with general education settings and curriculum, then provides interventions or programs as needed; and (e) the equity schools model, which uses general education settings and curriculum, providing supports as needed. We conclude with four points: (a) neither resource scarcity nor presumed limitations in general education capacity should preclude inclusive education; (b) the comprehensive local school provides a good base for enhancing equity in educational opportunity for students with and without disabilities; (c) special education is tracking, seriously impacting equity; and (d) inclusive schooling provides the best approach to EFA in the long run. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.9782/2159-4341-21.2.01 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 11 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: International conflict Type: general – SubjectFull: United States. Individuals with Disabilities Education Act Type: general Titles: – TitleFull: Shifting Gears: Re-framing the International Discussion about Inclusive Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jackson, Lewis – PersonEntity: Name: NameFull: Fitzpatrick, Heather – PersonEntity: Name: NameFull: Alazemi, Bedoor – PersonEntity: Name: NameFull: Rude, Harvey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 21594341 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Journal of International Special Needs Education Type: main |
| ResultId | 1 |
