Measuring Inclusive Education by Loreman, Tim, Forlin, Chris -- Read -- Imperial Library of Trantor

Index

Cover Title Copyright Contents List of Contributors Series Introduction Introduction to Volume 3 Section I: Issues in measuring inclusive education

Conceptualising and Measuring Inclusive Education

Introduction Definitions of Inclusive Education Concepts of Inclusive Education

Conceptualising Inclusive Education Based on Key Features Conceptualising Inclusive Education as the Removal of That Which Excludes and Marginalises

Inclusion as a Whole of School Issue Measuring Inclusive Education Conclusion References

Ethical Challenges and Dilemmas in Measuring Inclusive Education

Introduction Ethical Challenges and Dilemmas in Inclusive Education Compromising the Measurement of Inclusive Education Ethical Challenges, Perplexities, and Problems in Inclusive Classrooms: Accounts and Perspectives of Teachers Collegial Adversity in the Context of Inclusion Conclusion References

What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context

Introduction The Challenge of Assessing Inclusion in India

Policy for Inclusion Provision of Support for the Development of Inclusion Provision in Classrooms

Conclusion References

Data Collection to Inform International Policy Issues on Inclusive Education

Introduction Current International Approaches to Data Collection for Monitoring Purposes

Data Collection Approaches based on Categories of SEN Data Collection Approaches based on Allocation of Additional Resources Data Collection Approaches based on Placement of Learners with SEN

Applicability of Current Data to Policy Questions and Issues Current Policy Demands Relating to Data Collection

The Need for Evidence on Inclusive Education at an International Level The Need for Evidence to Address Key Policy Concerns at the National Level

Data to Monitor Learners’ Rights to Inclusive Education

A Right to Education Anchored in Equity in Terms of Access A Right to Education Depending on Equality of Treatment A Right to Education Related to the Enabling Effect of the Educative Environment A Right to Education Depending on the Consistency and Continuity of an Educational Career A Right to Education that Accounts for Affiliating Effects

Concluding Comments References

Resourcing Inclusive Education

Introduction Framing Inclusive Education Funding an Inclusive Education System From Funding to Resourcing an Inclusive Education System Setting Priorities to Build Capacity in an Inclusive Education System A Focus on Quality Teaching Building Instructional Capacity Quality Leadership Creating Quality Adult Learning Environments Resourcing Preventative Supports Repurposing Resources Accountability in an Inclusive Education System Conclusion Case Study

Inclusive Education in Alberta Funding an Inclusive Education System in Alberta Allocation of Provincial Funds Accountability and Quality Assurance Measuring an Inclusive Education System

References

Measuring Effective Teacher Preparation for Inclusion

Introduction In-service Teachers

Attitudes Knowledge, Skills, and Practice Professional Development Collaboration

Preservice Teachers

Attitudes Effective Program Components Preservice Instructors Knowledge, Skills, and Practice

Conclusion and Next Steps References

Leading Inclusive Education: Measuring ‘Effective’ Leadership for Inclusive Education through a Bourdieuian Lens

Introduction Inclusive Education and Leadership in Schools

Inclusive Education Starts with Existing Practices and Knowledge Inclusive Education Thrives on Seeing Differences as Opportunities for Learning Inclusive Education Thrives on Making Use of Available Resources to Support Learning Inclusive School Thrives on Creating Conditions that Encourage Risk-Taking

Bourdieu’s Conceptual Lenses

Lens 1 – Habitus Lens 2 – Capital Lens 3 – Field

Framing Effective Inclusive Leadership in Habitus, Capital and Field Concepts Questions for Reflection Conclusion References

Identifying Effective Teaching Practices in Inclusive Classrooms

Introduction The Research Evidence for Effective Inclusive Instructional Practices The Elements of Instructional Practice Using the COS

Observation and Reflection

Conclusion References

Section II: Measuring inclusive education in practice

Measuring Indicators of Inclusive Education: A Systematic Review of the Literature

Introduction The Literature Review Process Frameworks for Examining Inclusive Education: The European Approach Broad Areas of Literature on Measuring Inclusive Education: Identified Themes

Component One: Inputs Component Two: Processes Component Three: Outcomes

Discussion Conclusion Acknowledgements References

Using Networking to Measure the Promotion of Inclusive Education in Developing Countries: The Case of the Pacific Region

Introduction Addressing Equity and Inclusion: The Role of Networking The Pacific Context Negotiating Tensions through Networking Researching the Development of a Regional Network

Responding to Absenteeism in Kiribati Developing Locally Appropriate Forms of Inclusive Education, Samoa

An Emerging Strategic Framework Discussion Conclusion References

School and Classroom Indicators of Inclusive Education

Introduction

The Importance of Inclusion and Inclusive Teacher Practice in Schools

Explicit Teaching Cooperative Learning Measuring Implementation Fidelity, Sustainability and Scalability of ET and CL Teachers’ Capacity to Communicate about Learning Using Professional Language and Collaborative Problem-Solving Processes Teachers’ Attitudes, Beliefs and Self-Efficacy Required for Success in the Inclusive Classroom Conclusion References

Assessing Teacher Competencies for Inclusive Settings: Comparative Pre-Service Teacher Preparation Programs

Introduction The Movement toward Schooling for All The Development of Inclusive Instructional Models in the US and PRC Teacher Preparation for Inclusive Classrooms Emerging Models of Inclusive Teacher Preparation Conclusion References

Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers

Introduction Using the Concept of Inclusive Pedagogy to Inform Initial Teacher Education Developing a Framework for Gauging Inclusive Pedagogy The Enactment of Inclusive Pedagogy by Newly Qualified Teachers Using the Inclusive Pedagogy Framework in Continuing Professional Development for Teachers Approaches to Inclusive Pedagogy Taken by Experienced Teachers Conclusion References

Using Graduation Rates of Students with Disabilities as an Indicator of Successful Inclusive Education

Introduction: Inclusion and the Challenge of Raising Graduation Standards Rationale for the Study Research Questions Population and Sample Method Study Results Barriers to Graduation Equals Barriers to Inclusion for Students with Disabilities Using Inclusive Educational Practices to Support Graduation Outcomes Conclusion References

About the Authors Index

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