This chapter provides a perspective on issues involved in achieving equitable and inclusive educa... more This chapter provides a perspective on issues involved in achieving equitable and inclusive education for all school-age students in Barbados, with implications for other countries in the English-speaking Caribbean. It examines the conflict between the philosophy and practicality of inclusive education and the forms of ability grouping and selective secondary education typically found in Caribbean countries, focusing particularly on that in Barbados. The international literature on selective education and ability grouping is discussed and contrasted with the reality of practice in secondary school education in Barbados. The extent to which the inclusion of children with special educational needs and disabilities, in schools that are streamed for ability, can be undermined and lead to their internal exclusion is discussed. Recommendations are made regarding the changes required of the education system in Barbados for implementing effective inclusive practice and achieving equitable education for all school-age students.
As can be seen from Chap. 1, the literature on the involvement of parents in the education of the... more As can be seen from Chap. 1, the literature on the involvement of parents in the education of their children encompasses extensive research indicating its effectiveness, the reported value given to it by both educators and parents, and a substantial collection of theoretical models and publications providing guidance about its implementation. The reality of parental involvement is, however, quite different. Henderson and Berla (1994) summarized the situation succinctly when they stated, “The benefits of effective collaborations and how to do them are well documented across all the age ranges of schooling. Still they are not in widespread practice” (p. 18). Sixteen years later, this situation has not substantially changed. The current reality is that there is considerable diversity in the type and degree of parental involvement, with modal practice being at the more traditional end of the spectrum that focuses on a one directional flow of support from parents to schools. The typical approach to parental involvement reflects a lack of understanding, guiding framework, and professional training, which not surprisingly results in variable effectiveness (Hornby, 2000; Lueder, 2000; Pomerantz, Moorman, & Litwack, 2007).
This article is based on the accounts of 29 boys identified as having severe social, emotional an... more This article is based on the accounts of 29 boys identified as having severe social, emotional and behavioural difficulties (SEBD) who were attending a residential school in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences emerged. One of these features was the experience of bullying. Despite the intuitive connection between SEBD and bullying, little research has directly examined its impact on these students. Results indicated that these students are at increased risk for both victimisation and bullying perpetration and highlight the association between a lack of positive relations with peers and the increased chance of being bullied. The findings also suggested that limitations in teachers' understanding of bullying and their effectiveness in addressing this play a role in its perpetration.
The views of recent graduates of a blended learning programme for specialist teachers of children... more The views of recent graduates of a blended learning programme for specialist teachers of children with learning and behavior difficulties in New Zealand were investigated. Six focus group interviews examined factors that participants considered enabled them to develop programme competencies as well as those that acted as barriers to competency development. Results indicated that a range of factors had acted as barriers to or enablers of competency development. These focused on five
Bullying is major concern in education worldwide, particularly in countries like New Zealand that... more Bullying is major concern in education worldwide, particularly in countries like New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at various levels. An ecological model for bullying prevention is presented which suggests strategies and interventions at the levels of teachers, schools, communities, and society. Examples of interventions that have been found in the literature to have evidence supporting their effectiveness have been outlined at each of these levels. Guidelines are presented for schools adopting such an ecological model for addressing bullying and for bringing about the changes needed to implement it successfully.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Journal of International and Comparative Education, Mar 1, 2012
This article considers the issue of inclusive education for children with disabilities and specia... more This article considers the issue of inclusive education for children with disabilities and special educational needs, in particular with regard to policies and practices in developed countries, such as New Zealand. The article reviews the debate about inclusive education and outlines several confusions about inclusion that have emerged from this debate. It then provides a critique of policies and practices regarding inclusive education in New Zealand, in comparison to those in other developed countries, such as the USA and England. Finally, implications of the issues discussed for developing countries, such as those in the Asia-Pacific region, are outlined.
British Journal of Special Education, Jun 18, 2015
Inclusive education and special education are based on different philosophies and provide alterna... more Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.
This chapter provides a perspective on issues involved in achieving equitable and inclusive educa... more This chapter provides a perspective on issues involved in achieving equitable and inclusive education for all school-age students in Barbados, with implications for other countries in the English-speaking Caribbean. It examines the conflict between the philosophy and practicality of inclusive education and the forms of ability grouping and selective secondary education typically found in Caribbean countries, focusing particularly on that in Barbados. The international literature on selective education and ability grouping is discussed and contrasted with the reality of practice in secondary school education in Barbados. The extent to which the inclusion of children with special educational needs and disabilities, in schools that are streamed for ability, can be undermined and lead to their internal exclusion is discussed. Recommendations are made regarding the changes required of the education system in Barbados for implementing effective inclusive practice and achieving equitable education for all school-age students.
As can be seen from Chap. 1, the literature on the involvement of parents in the education of the... more As can be seen from Chap. 1, the literature on the involvement of parents in the education of their children encompasses extensive research indicating its effectiveness, the reported value given to it by both educators and parents, and a substantial collection of theoretical models and publications providing guidance about its implementation. The reality of parental involvement is, however, quite different. Henderson and Berla (1994) summarized the situation succinctly when they stated, “The benefits of effective collaborations and how to do them are well documented across all the age ranges of schooling. Still they are not in widespread practice” (p. 18). Sixteen years later, this situation has not substantially changed. The current reality is that there is considerable diversity in the type and degree of parental involvement, with modal practice being at the more traditional end of the spectrum that focuses on a one directional flow of support from parents to schools. The typical approach to parental involvement reflects a lack of understanding, guiding framework, and professional training, which not surprisingly results in variable effectiveness (Hornby, 2000; Lueder, 2000; Pomerantz, Moorman, & Litwack, 2007).
This article is based on the accounts of 29 boys identified as having severe social, emotional an... more This article is based on the accounts of 29 boys identified as having severe social, emotional and behavioural difficulties (SEBD) who were attending a residential school in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences emerged. One of these features was the experience of bullying. Despite the intuitive connection between SEBD and bullying, little research has directly examined its impact on these students. Results indicated that these students are at increased risk for both victimisation and bullying perpetration and highlight the association between a lack of positive relations with peers and the increased chance of being bullied. The findings also suggested that limitations in teachers' understanding of bullying and their effectiveness in addressing this play a role in its perpetration.
The views of recent graduates of a blended learning programme for specialist teachers of children... more The views of recent graduates of a blended learning programme for specialist teachers of children with learning and behavior difficulties in New Zealand were investigated. Six focus group interviews examined factors that participants considered enabled them to develop programme competencies as well as those that acted as barriers to competency development. Results indicated that a range of factors had acted as barriers to or enablers of competency development. These focused on five
Bullying is major concern in education worldwide, particularly in countries like New Zealand that... more Bullying is major concern in education worldwide, particularly in countries like New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at various levels. An ecological model for bullying prevention is presented which suggests strategies and interventions at the levels of teachers, schools, communities, and society. Examples of interventions that have been found in the literature to have evidence supporting their effectiveness have been outlined at each of these levels. Guidelines are presented for schools adopting such an ecological model for addressing bullying and for bringing about the changes needed to implement it successfully.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Journal of International and Comparative Education, Mar 1, 2012
This article considers the issue of inclusive education for children with disabilities and specia... more This article considers the issue of inclusive education for children with disabilities and special educational needs, in particular with regard to policies and practices in developed countries, such as New Zealand. The article reviews the debate about inclusive education and outlines several confusions about inclusion that have emerged from this debate. It then provides a critique of policies and practices regarding inclusive education in New Zealand, in comparison to those in other developed countries, such as the USA and England. Finally, implications of the issues discussed for developing countries, such as those in the Asia-Pacific region, are outlined.
British Journal of Special Education, Jun 18, 2015
Inclusive education and special education are based on different philosophies and provide alterna... more Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.
Researchers affiliated with education PhD programs in Australia and New Zealand, and an education... more Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.
Researchers affiliated with education PhD programs in Australia and New Zealand, and an education... more Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.
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Papers by Garry Hornby