Inclusion versus Full Inclusion: Implications for Progressing Inclusive Education

Autor/in	Tiernan, Bairbre
Titel	Inclusion versus Full Inclusion: Implications for Progressing Inclusive Education
Quelle	In: European Journal of Special Needs Education, 37 (2022) 5, S.882-890 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1961197
Schlagwörter	Inclusion; Foreign Countries; Students with Disabilities; Regular and Special Education Relationship; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Irland
Abstract	Inclusive education is a contentious concept with opposing opinions on what constitutes inclusion. This paper examines the concept of inclusive education, focusing on the distinction between inclusion and full inclusion, with a view to contributing to the ongoing discussion about the future direction of the Irish educational system. As a result of the 2018 ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), inclusive education in Ireland is at a pivotal juncture. The paper proposes that key to successful development of inclusive education is a pragmatic understanding of full inclusion, which supports the inclusion of students with their peers in the mainstream classroom setting but, critically, does not limit where specialised interventions and supports can occur in the school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01