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The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

LAMBRECHT, Jennifer
LENKEIT, Jenny
HARTMANN, Anne
EHLERT, Antje
KNIGGE, Michel
SPÖRER, Nadine
2020

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Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership styles are connected to the way, school leaders use their scope of action with respect to fostering collaboration. However, little is known about the relationship between the leadership of a school, the provision of structures for collaboration, and the implementation of IEP in an inclusive context. The article focuses on the question to what extent transformational (TL) and instructional leadership (IL) are connected to the provision of structures for collaboration and how TL and IL as well as structures for collaboration relate to the implementation of IEP directly and indirectly. Based on data of N = 135 German schools, a path model was calculated. It revealed medium relations between TL, IL, and structures for collaboration as well as a medium effect from structures to collaboration on implementation of IEP. The effect from TL towards implementation of IEP was fully mediated by structures for collaboration, while the effect from IL persisted.

Educational inclusion and critical neuroscience: friends or foes?

BILLINGTON, Tom
2017

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Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education.

Inclusive education

CORPS, Hannah
September 2012

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This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

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"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

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"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Learning from difference : understanding community initiatives to improve access to education

EENET
August 2004

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This CD-ROM holds guidelines for an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The guidelines are aimed at people who want to adapt the process for their own communities, and are supplemented with videoclips and links to further information and useful examples. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The accounts, guides and examples are useful training materials and serve as a stimulus for further reflection

Learning from difference : understanding community initiatives to improve access to education

MILES, Susie
et al
2003

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This is a report of an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The written accounts produced are useful training materials and serve as a stimulus for further reflection

The continuity framework : a tool for building home, school and community partnerships

BROWN, Glyn E
et al
2002

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This article focuses on a set of training materials that has been developed to assist community partnerships in their efforts to plan and monitor services for children. These materials highlight eight elements of continuity and successful partnerships: (1) families as partners, (2) shared leadership, (3) comprehensive/responsive services, (4) culture and home language, (5) communication, (6) knowledge and skill development, (7) appropriate care and education, and (8) evaluation of partnership success. Results from a field study that included more than 200 reviewers and eight pilot sites are summarized. Results indicate that a majority of reviewers found the training materials easy to understand, relevant to their work, and up-to-date. In addition, data gathered from the pilot sites indicate that the partnerships found the materials practical and useful for addressing a variety of issues, including time constraints, communication gaps, differences in professional training, and funding limitations

Planning for education in the context of HIV/AIDS

KELLY, Michael J
2000

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Examines (briefly) the role of education in HIV prevention, and (in detail) the growing, potentially devastating impact of HIV on education systems. The latter is analysed with respect to the demand and supply of education (growing number of orphans, declining number of teachers, and associated issues); the impact of HIV on the content, process, organisation, and role of education, and on the planning and management of education. Concludes that education must be radically re-examined in the light of the HIV pandemic, and its role in the prevention of the disease

Enabling education network (EENET)

EENET

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This extensive website focusing on inclusive education is regularly updated, primarily with publications written by people working and living in the South. The website’s resources database covers a wide range of themes including: action research and image-based methodologies, early childhood, emergencies, deafness, gender, parents, policy, teacher education, among others. The website also contains EENET’s newsletters, plus event and job vacancy announcements.
The website is also available from EENET as a CD-ROM

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