Making Victorian schools truly inclusive involves addressing the many barriers that prevent full inclusion of children with disability in mainstream schools.
Disiplin ilmiah, gaya jurnalistik
Artikel-artikel mengenai Inclusive education
Menampilkan 21 - 40 dari 49 artikel
Online learning can create problems for students, particularly those with disabilities, unless platforms and content are designed with accessibility and inclusion in mind.
Zimbabwe’s Education Amendment Act of 2020 is a step in the right direction, but more still needs to be done.
Connecting with school staff, community groups, family and friends may look different right now for families of children with disabilities, but some benefits remain.
In the face of mounting crises in Alberta, Premier Jason Kenney’s decision to cut funding intended for educational assistants is bad policy.
Children on the autism spectrum find it difficult to learn independently and manage their time. Parents can use these 5 strategies to help their child learn from home during the COVID-19 shutdown.
Even under the best circumstances, the needs of students with a hearing impairment are often unmet. Here’s what lecturers can do to ensure that no students are left behind.
Despite laws that prohibit discrimination against persons with disabilities, very few universities in Indonesia have dedicated units that provide special needs services.
Every school in Australia must be built with the varying needs of students with disabilities in mind. This is a worthy goal but achieving it is complicated. Looking at some examples can help.
Thousands of Australian students are disengaged from school and leave early. Governments have provided alternative learning options for these students, but are these having unintended consequences?
A survey shows nearly half of students with disabilities are being excluded from school events and activities, while one in ten are being denied enrolment. These reports suggest illegal practices.
When it comes to inclusive education, England has gone backwards, with more and more students placed in segregated provision or excluded from educational opportunities.
Every school should should have at least one qualified special education teacher, and Australia should invest in a recognised pathway to be qualified.
Interviews with students who have a vision impairment show they wish their teachers and friends knew more about them. Here are the four key messages they want to communicate.
Government funding in Nigeria’s education sector has been chronically low and needs to be changed.
A six-province study of principals finds those who prioritize spending time boosting staff report high levels of effectiveness supporting inclusive schools.
A medical model tends to see disability as an individual impairment, but disability — including autism — is part of all of our precarious, precious lives.
School children with attention-deficit/ hyperactivity disorder (ADHD) have limited access to care in South Africa’s education and health sectors.
The needs of children with albinism aren’t met in the classroom and this often leads to them dropping out of school.
South African universities aren’t catering to students with hearing problems. Here’s what can be done.
Kontributor teratas
-
Head AAT & EdTech, UCL
-
Lecturer, Australian Catholic University
-
Senior Lecturer in Special and Inclusive Education, RMIT University
-
Associate Professor, School of Education, University of Southern Queensland
-
Senior Lecturer in Inclusive Education and Arts Education, Australian Catholic University
-
Senior Lecturer, Department of Educational Studies, Macquarie University
-
Post-Doctoral Research Fellow, SARChI in Higher Education and Human Development Research Group, University of the Free State
-
Associate Professor, Deakin University
-
Senior Lecturer in Psychology, University of the Sunshine Coast
-
Professor and Academic Head, Special Education and Educational Psychology, Monash University
-
Senior lecturer, University of Sydney
-
Senior lecturer, The University of Melbourne
-
Professor of French and Critical Disability Studies, Lancaster University
-
Researcher in Inclusive Education, Monash University
-
Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
