Inclusion in PK-12: An International Perspective

Autor/in	Curcic, Svjetlana
Titel	Inclusion in PK-12: An International Perspective
Quelle	In: International Journal of Inclusive Education, 13 (2009) 5, S.517-538 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Foreign Countries; Mainstreaming; Cross Cultural Studies; Educational Environment; Outcomes of Education; Teacher Attitudes; Attitudes toward Disabilities; Educational Philosophy; Teaching Methods; Educational Policy; Cultural Differences; Disability Discrimination; Ethnicity; Socioeconomic Influences; Racial Discrimination; Australia; Brazil; Canada; Cyprus; Finland; France; Iceland; India; Ireland; Netherlands; Norway; Portugal; Slovenia; South Africa; Spain; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; Cultural comparison; Kulturvergleich; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Kultureller Unterschied; Ethnizität; Sozioökonomischer Faktor; Racial bias; Rassismus; Australien; Brasilien; Kanada; Zypern; Finnland; Frankreich; Island; Indien; Irland; Niederlande; Norwegen; Slowenien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Spanien; Schweden; Großbritannien; USA
Abstract	With an aim to investigate inclusion across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns with student outcomes in inclusive settings; (2) teachers' beliefs and the ways they relate to their practices; (3) inclusive schools philosophies and practices; and (4) the intersection of inclusion and exclusion. Although international policies, knowledge, and understanding about inclusion and inclusive practices continue to advance throughout the world, there are manifestations of provincialism and discrimination predominantly marked by ethnicity, socio-economic status, and ability. While a reality for some students, inclusion remains an aspiration for too many. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10