Implementing Inclusive Education : Issues in Bridging the Policy-Practice Gap.

Front Cover -- Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap -- Copyright Page -- Contents -- List of Contributors -- Foreword -- Introduction -- References -- Changing Conceptions of Inclusion Underpinning Education Policy -- Introduction -- Difficulties in Finding Shared Definitions of Inclusion -- Language Used -- Legislation Being Followed -- Conceptions Held by Policy-Makers -- Conceptions Held by Practitioners -- Developments in Thinking about and Implementing Inclusion -- The Wider Policy Context for Inclusion -- A Move towards Inclusive Education Systems -- The Implementation of Inclusive Education Systems -- References -- Section I: Key Policy Areas for Inclusive Education -- Ensuring a Strong Start for All Children: Inclusive Early Childhood Education and Care -- Introduction -- Definition and EU Approach to ECEC -- Quality in ECEC -- Main Policy Issues and Recommendations for Quality Inclusive ECEC -- Inclusive Access to ECEC -- The ECEC Workforce -- Curriculum -- Monitoring and Evaluation -- Governance and Funding -- Importance of an Inclusive Framework -- Issues to Be Raised on Quality of ECEC -- Concluding Comments -- References -- Financing Inclusive Education: Policy Challenges, Issues and Trends -- Introduction to Key Policy Issues for Financing Inclusive Education -- Incentivise Inclusive Education to Promote the Right to Education for All -- Shifting Resource Allocation Mechanisms Away from a Needs or Disability Type of Approach -- The Need to Convince Stakeholders to See Diversity as an Opportunity -- Promote Equity in Education through Decentralised, Flexible and Accessible Learning Environments -- Incentivising Cross-Sectoral Policies and Practices for Accessible Learning Environments -- Encouraging Flexible Support and Teaching.

Embed Learners' Rights in Effective Governance and Accountability Mechanisms -- Fostering Synergies among Stakeholders through Effective Governance Mechanisms -- Effective Monitoring and Accountability Mechanisms for Appropriate Quality Assurance Frameworks -- Conclusions -- Shift from Ineffective, Inequitable and Labelling Resource Allocation Mechanisms … -- … To Decentralised and Flexible Inclusive Education Systems Focusing on the Enabling Effect of Policies and Practices … -- …And Embedding Learners' Rights in Effective Governance and Accountability Mechanisms -- Acknowledgement -- References -- Educating All Teachers for Inclusion -- Introduction -- Teacher Education Across Europe - The Current Policy Context -- The Need for Policy Initiatives Promoting Values Based Approaches to Inclusive Education -- The Need for Policy that Promotes Inclusion as a System-Wide Issue -- The Need for Policy that Promotes Teacher Education for Inclusion -- Barriers to Implementing Policy for Teacher Education for Inclusion -- Different Approaches to Competence Development -- The Need for a Deeper Understanding of Inclusion -- The Need for 'Mature' Sites to Develop Inclusive Practice in Collaboration with Experienced Teachers -- The Role of Specialised Courses -- The Role of Teacher Educators -- Supporting the Implementation of Policy on Teacher Education for Inclusion -- Organisation of Courses that Prepare All Teachers for Inclusion -- Schools Practice Opportunities -- Links between ITE and CPD -- Moving Policy for Teacher Education Forward -- National Policies for Inclusive Education -- Curriculum Development -- Concluding Comments -- References -- Inclusive Vocational Education and Training (VET) - Policy and Practice -- Introduction -- Changing Labour Markets -- Learners with Disabilities and/or SEN in VET -- The Role of Career Guidance.

VET as a Pathway to Employment for Learners with Disabilities and/or SEN -- Quality Improvement/National Qualifications Frameworks (NQF) -- Key Aspects of Successful VET Policy and Practice -- VET Institution Management -- Implementing Learner-Centred Approaches for Developing Skills Relevant to the Labour Market -- Focusing on Learners' Capabilities for Developing Work Opportunities that Better Match Learners' Wishes -- Conclusion -- Note -- References -- Section II: Support and Provision -- How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change and Inclusive Capability -- Introduction: Global Challenges in the European Context -- Theoretical Approach on Policy Issues and Challenges Relating to Inclusion -- Institutionalisation of Inclusive School Cultures -- The Flensburg Beacon: Creating Conditions for Change -- Policy Statements and Challenges in Practice -- Preconditions for Inclusion in Flensburg's Context -- The Waldschule: Transformation in an Extraordinary Situation -- The Development and Institutionalisation of a More Inclusive Culture -- Overcoming Barriers: Four Fundamental Conditions for Inclusive Development -- The Essunga Beacon: Underlying Forces in Developing Increased Capability -- Policy Statements and Challenges in Practice -- Preconditions for Inclusion in Essunga's Context -- Nossebro School: Transformation in an Extraordinary Situation -- The Development and Institutionalisation of a More Inclusive Culture -- Overcoming Barriers: Underlying Mechanisms of Increased Inclusive Capability -- Conclusion -- Fundamental Policy and Education System Factors for Change -- Mechanisms for Local School Transformation -- Underlying Understanding and Trust in a Learning Chain of Command -- Notes -- References -- Multicultural Diversity and Special Educational Needs -- Introduction -- Definition.

EU Approach to Diversity -- Educational Measures -- SEN and Ethnicity: Key Issues to Consider -- SEN and Ethnicity: Over and Under-Representation -- A Study of SEN and Ethnic Disproportionality' -- What Was the Focus? -- What Did We Do? -- What Did We Find? -- Exploring the Perspectives of Children and Young People with SEN -- Career Choices of Young Disabled People -- Methods -- Multiculturalism -- Findings -- Multicultural Diversity, SEN and Inclusion -- Effectiveness and Values -- Conclusions -- Main Policy Issues -- How Do we Action These Issues? -- What Are the Difficulties in Implementing These Recommendations? -- Overcoming the Difficulties -- Finally -- References -- ICT as a Tool for Supporting Inclusive Learning Opportunities -- Introduction -- European Level Policy Directives and Guidance -- Legislation and Policy Promoting Equity in Educational Opportunities -- Access to Appropriate ICTs for Learners with Disabilities and/or SEN -- Identifying the Policy-Practice Gaps -- Introducing Kim -- The Availability of Technology to Support Access to Inclusive Learning Opportunities -- A Policy Framework that Ensures Equitable Access to Learning Opportunities -- Empowering All Learners through the Use of ICTs that Meet Their Wider Learning Needs -- Acknowledgement -- References -- Addressing the Challenges of Raising Achievement for All -- Introduction -- Policy Issues -- Policy Priorities -- Meeting the Challenge of Raising Achievement for All Learners -- Raising Achievement through Leadership and Learning -- Leading Learning through Inclusive School Self-Evaluation -- Leadership Development -- Change Wisdom -- Stages of Concern -- Trust -- Instructional Leadership Programme -- Collaborative School Practice as a Response to Diversity -- A Culture of Acceptance and Valuing -- Learner Voice - Personalisation -- Pedagogy for All -- Concluding Remarks.

Notes -- References -- Section III: Monitoring the Implementation of Inclusive Education -- Inclusive Assessment: Issues and Challenges for Policy and Practice -- Introduction -- High Quality Inclusive Assessment -- At National Level -- At Local/School Level -- Policy and Practice Issues - Addressing the Challenges -- The Need to Provide Clarity about the Purposes of Assessment -- Raising Awareness of Education Decision Makers -- Designing Assessment Procedures which Are Coherent and Fit for Purpose -- Assessment for Identification of Needs without Labelling/Categorising Learners -- High Stakes Assessment and Accountability Issues -- Investment in Teacher Education -- Concluding Remarks -- References -- Efficiency, Effectiveness and Equity within Inclusive Education Systems -- Introduction -- Why Is System Monitoring in Relation to Efficiency, Effectiveness and Equity a Policy Priority? -- Challenges in Implementing Effective Monitoring of Inclusive Education Systems -- Definition Issues -- Inclusive Policy and Practice Issues -- What Should be Monitored in Relation to Efficiency, Effectiveness and Equity? -- Data on System Inputs -- Data on System Processes -- Data on System Outcomes -- System Monitoring -- Monitoring Efficiency, Effectiveness and Equity as a Policy Development Imperative -- Monitoring Learners' Rights as an Equity Issue -- Monitoring System Effectiveness -- Concluding Comments -- References -- Young Voices on Inclusive Education -- Introduction -- Five Key Messages for Inclusive Education -- Key Message One 'as Early as Possible' -- Key Message Two 'Inclusive Education Benefits All' -- Key Message Three 'Highly Qualified Professionals' -- Key Message Four 'Support Systems and Funding Mechanisms' -- Key Message Five 'Reliable Data' -- Young Voices in Relation to Key Messages from the European Agency Work -- As Early as Possible.

Inclusive Education Benefits All.

The volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. Key policy issues for inclusive education are looked at along with recommendations to tackle these. Conclusions will focus on lessons learnt surrounding the implementation of policy and bridging the policy-practice gap.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.