scholarly journals The Evolution of Jordanian Inclusive Education Policy and Practice

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Sarah K Benson
Keyword(s):  
Rural Communities ◽  
Education Policy ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Geographic Location ◽  
Comparative Case Study ◽  
Case Study Methodology ◽  
Depth Analysis ◽  
Inclusive Education Policy

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.

scholarly journals Isomorphic Mimicry and Social Inclusion: an Analysis of the Capability of Wonosobo District Government in Implementing the Inclusive Education Policy

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Fernandito Dikky Marsetyo ◽  
Nurhadi Nurhadi
Keyword(s):  
Education Policy ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Children With Disabilities ◽  
Descriptive Analysis ◽  
Case Study Approach ◽  
Study Approach ◽  
District Government ◽  
Inclusive Education Policy

This article examines the implementation of the inclusive education policy to provide educational services for children with disabilities. Using a conceptual framework concerning disability and social inclusion, and isomorphic mimicry and capability, this article aims to explain Wonosobo District Government's capability in implementing inclusive education policy. This article is based on a qualitative study, using a case study approach with descriptive analysis. We argue that Wonosobo District Government's capability to implement inclusive education policy is in a weak or limited position (weak capability). This is a depiction of isomorphic mimicry, where the inclusive education policy in Wonosobo District seems to be functional. As its implication, children with disabilities are vulnerable to being excluded from obtaining inclusive education services.

scholarly journals Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa

2021 ◽  
Vol 11 (12) ◽  
pp. 815
Author(s):  
Keshni Bipath ◽  
Jongiwe Tebekana ◽  
Roy Venketsamy
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Rural Communities ◽  
Education Policy ◽  
Inclusive Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Eastern Cape ◽  
Education And Care ◽  
Inclusive Education Policy

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the study adopted a qualitative approach. The participants included three centre managers and three teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings revealed that most participants had minimal knowledge and understanding of the policy and its implementation. There was also a lack of leadership from the policymakers to ensure that the IEP was monitored, supported, and implemented. Our recommendations are that all ECD practitioners receive appropriate training and development on the policy, ongoing support and guidance in implementing the policy, and proper resources for their centres and playrooms (financial, physical, and human resources).

Inclusive education policy and assurance of the quality of learning for children with disabilities

2018 ◽  
Vol LXXIX (2) ◽  
pp. 124-135
Author(s):  
Le Thi Thuy Hang
Keyword(s):  
Education Policy ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Inclusive Settings ◽  
Educational Situation ◽  
Inclusive Education Policy

The article analyzes the educational situation of students with disabilities in Vietnam. The author reviews legal acts regarding inclusive education. He also presents research aiming to determine the preparation level of preschool and school teachers in four Vietnamese regions to work in inclusive education. The results of the survey were compared with data obtained through direct observation of teachers' work in inclusive settings. It turned out that the declared level of teachers' preparation for inclusive education did not coincide with their real competences. Teachers overstated their degree of preparation to work in inclusion with students with disabilities. The author formulates a number of recommendations that are intended to improve the quality of education for students with special educational needs in Vietnam.

scholarly journals A case study of culturally informed disability-inclusive education policy development in the Solomon Islands

2016 ◽  
Vol 21 (5) ◽  
pp. 495-506 ◽  
Author(s):  
Suzanne Carrington ◽  
Hitendra Pillay ◽  
Megan Tones ◽  
Julie Nickerson ◽  
Jennifer Duke ◽  
...  
Keyword(s):  
Education Policy ◽  
Inclusive Education ◽  
Policy Development ◽  
Solomon Islands ◽  
Culturally Informed ◽  
Inclusive Education Policy

scholarly journals Inclusive education policy provision in South African research universities

2018 ◽  
Vol 33 (3) ◽  
pp. 349-373 ◽  
Author(s):  
Maria Ramaahlo ◽  
Kerstin Monika Tönsing ◽  
Juan Bornman
Keyword(s):  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Research Universities ◽  
Inclusive Education Policy

The New Middle Management: Intermediary Organizations in Education Policy Implementation

2004 ◽  
Vol 26 (1) ◽  
pp. 65-87 ◽  
Author(s):  
Meredith I. Honig
Keyword(s):  
Education Policy ◽  
Policy Implementation ◽  
Middle Management ◽  
Comparative Case Study ◽  
Five Dimensions ◽  
Intermediary Organizations ◽  
Practice Gap ◽  
Education Policy Implementation ◽  
Implementation Resources

Intermediary organizations have become increasingly prominent participants in education policy implementation despite limited knowledge about their distinctive functions and the conditions that constrain and enable those functions. This article addresses that research-practice gap by drawing on theories of organizational ecology and findings from a comparative case study of four intermediary organizations that helped with collaborative policy implementation in Oakland, California. I define intermediaries as organizations that operate between policymakers and implementers to affect changes in roles and practices for both parties and show that such organizations typically vary along at least five dimensions. Oakland’s intermediary organizations all provided new implementation resources—knowledge, political/social ties, and an administrative infrastructure—but faced different constraining and enabling conditions. Using insights from this strategic case study, this article begins to build theory about intermediary organizations as important participants in contemporary policy implementation.

scholarly journals ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 306-324
Author(s):  
Camila Maria Gonçalves de Castro ◽  
Giovana Evangelista Alves ◽  
Cláudio Alves Pereira
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Digestive System ◽  
Low Vision ◽  
Structured Interviews ◽  
School Life ◽  
Human Digestive System ◽  
Visually Impaired Students ◽  
Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

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