Ubuntu is a concept that emphasises the importance of including everyone and building a strong community.
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Articles on Inclusive education
Displaying 1 - 20 of 44 articles
As a researcher focussed on African, Afro-Caribbean and Black families’ schooling experiences, I appeal to school staff to understand the importance of the school-family-community partnership.
Listening for events like black hole collisions is important in astronomy research – and the technology is only getting better.
Universities can support mature students by addressing stigma and ageism, creating a sense of community and adapting programs to suit their multiple roles.
Almost 90% of students with disability go to mainstream schools but an increasing number are going to special schools.
Those who oppose inclusive teaching content often claim to be representing parents’ views. The evidence from a large national survey of parents shows those claims are very wrong.
To achieve quality and inclusive education, Tanzania should prioritise disadvantaged and marginalised children in schools.
Inclusive education has been promoted since the 1970s. But research shows children with disabilities are still excluded from school activities and sports in particular
Individual education plans (IEPs) should be created by a team of professionals in collaboration with parents. If a child’s IEP is inaccurate, their learning needs won’t be met.
Schools and universities are embracing and promoting the use and teaching of South African Sign Language but more still needs to be done.
For a learner to be the best and to win awards, their peers must lose. This expense is far too great to ignore in a country fraught with inequalities.
South Africa’s inclusive education policy currently under review must address the hindrances preventing children with disabilities from effectively access education in mainstream schools.
Two scholars of inclusive education explain how segregated Black schools advocated for Black children in a way that’s often missing from today’s desegregated classrooms.
Students with disability continue to face dire exclusion in education and there is an urgent need to provide inclusive education for them.
Being age-friendly is not just a matter of responding to the needs of Australia’s ageing population. It will benefit all students and the university as a whole.
Making Victorian schools truly inclusive involves addressing the many barriers that prevent full inclusion of children with disability in mainstream schools.
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.
Top contributors
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Head AAT & EdTech, UCL
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Senior Lecturer, Department of Educational Studies, Macquarie University
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Post-Doctoral Research Fellow, SARChI in Higher Education and Human Development Research Group, University of the Free State
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Lecturer, Australian Catholic University
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Senior Lecturer in Special and Inclusive Education, RMIT University
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Associate Professor, University of Sydney
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Professor, School of Social Sciences & Institute Principle Fellow, Institute for Culture and Society, Western Sydney University
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Professor and Academic Head, Special Education and Educational Psychology, Monash University
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Professor, Centre for Astrophysics and Supercomputing, Swinburne University of Technology
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Senior Lecturer in Health and Physical Education, Monash University
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Senior Lecturer in Psychology, University of the Sunshine Coast
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Associate Professor in Adolescent Development, Behaviour and Wellbeing, Western Sydney University
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Senior Lecturer, Faculty of Architecture, Building & Planning, Universitry of Melbourne. Co-Director Learning Environments Applied Research Network., The University of Melbourne
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Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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Professor of French and Critical Disability Studies, Lancaster University
