Educational Inclusion

This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers.

Utilization of multimedia learning in inclusive education has continued to be developed in the past few decades. Inclusive education is one of educational approach that applied in primary school that have students with diverse abilities. This multimedia can be used to help students with learning difficulties which is disabilities of reading, writing, and counting. The purpose of literature review was to describe an development of interactive multimedia learning that utilize in inclusive education. Literature obtained by performing a search in various articles published in journal of international reputate. The result shown that multimedia learning has good effect for learning process that can generate attention, interest, and motivation. Pendahuluan Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara (UU Sisdiknas No 20 tahun 2003). Pendidikan yang baik harus dapat mengakomodasi kebutuhan belajar peserta didik, termasuk peserta didik yang mengalami kesulitan belajar. Clement (2003) dalam Komalasari, dkk (2018) menyatakan bahwa kesulitan belajar merupakan kondisi peserta didik yang memiliki kemampuan intelegensi rata-rata atau di atas rata-rata, namun mengalami ketidak-mampuan maupun kegagalan dalam belajar terkait dengan proses persepsi, konseptualisasi, berbahasa, memori, fokus, penguasaan diri, serta fungsi integrasi sensori motorik. Dampak dari pembiaran kesulitan belajar ini dalam jangka panjang akan memberikan pengaruh terhadap daya saing bangsa menjadi menurun. Maka perlu perhatian khusus untuk memperbaiki kualitas pembelajaran. Salah satu upaya yang dapat dilakukan melalui pendidikan inklusi. Olsen & Fuller (2003) menyatakan inklusif merupakan istilah umum yang digunakan untuk mendidik peserta didik baik yang memiliki kemampuan maupun tidak memiliki ketidakmampuan tertentu di dalam suatu kelas reguler.

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable fr...

More  than twenty five  years  ago,  in 1982, Second Wave  Centre  for Youth Arts  was set up in Deptford in South East London by a group of young women. A small, friendly charitable innovatory youth organisation in  the  field  of  urban  arts,  Second  Wave  aims  to  develop  and  support  young people  who  are  under- represented in the arts and in cultural industries, through running a programme of performing arts activities for young people aged 13-24.

Second  Wave  has  a  proactive  range  of  collaborative  relationships  with  numerous 
supporting  partners, including the University of Greenwich, Lewisham Borough Council (LBC), the Metropolitan Police Authority (MPA), Lewisham Community Police Consultative Group (LCPCG) and the Territorial Support Group (TSG), as well as the UK Home Office.

Youth-centred artistic and creative processes are at the heart of everything that Second Wave does as an organisation. Underpinning this mission is a model of  youth arts practice that has been highly successful. This model is not always easy to recognise or understand, as it has aspects  that  are  based on an almost invisible structure designed to facilitate effective practice in youth arts work.

Young  people who join Second Wave are brought into a community of practice (CoP) (Lave and Wenger, 1991; Wenger, 1999; Jameson et al., 2006) involving a dynamic, fluid process which is distinctive in its transformative power to change people’s lives. The philosophy behind this involves Dewey’s notion of the ‘active self’ (Dewey, 1916) and the theories of ‘social constructivism’ (Vygotsky, 1978). The process fosters trust, confidence and social learning (Bandura, 1977; Vygotsky,  1978) in  which  young  people  join  in with a dialogue  involving participation  in the youth-centred  creative  space. The  ‘border  zone’  (Heath,  1994)  in  that  creative  space enables  young  people  to connect  with each other in the  specialist  field of youth arts. The youth-centred partnerships involved lead to greater confidence  and development in a range of important artistic, social, cognitive  and  emotional  skills  and  opportunities.  Ultimately, the  young  person  may  become  engaged  in multi-agency  working  with  Second  Wave’s  external partners.  Throughout  all  of  these  processes,  young people  are  encouraged  progressively  to develop  a  more  ‘active  self’  to  engage  proactively  with many different beneficial opportunities relating to the performing arts.

This  report  aims  to  describe  key  aspects  of  Second  Wave’s  approach  and to identify and  disseminate  its model of good practice in order to make this more explicit and accessible to others. It is with awareness of the profoundly challenging circumstances facing young people, particularly but not exclusively in inner city urban areas such as Deptford, and the valuable contribution youth arts work can make to their well-being and development, that the research report has been produced.

Without  the  support  of such  beneficial  practices  in youth arts, young people may find themselves adrift, drowning in a sea of uncertainty and difficulty with many life problems. The Second Wave Youth Arts Model of Creative Practice is provided to assist others to support young people to find ‘islands of truth’ and safety in the development of their identity and their future, both in creative arts and in their adult lives ahead.

An inclusive school requires attention to diversity. According to this, the teaching hospital should try to improve the quality of life of hospitalized children through the normalization of their life. In this sense, ensuring the collaboration and coordination among hospital, schools, families and implied professionals around the hospitalized minor is extremely important. This chapter presents a diagnostic study on the situation of Information and Communication Technologies (ICT) as a coordination tool among different participants' agents of hospital and home care education and their main needs. This work has been developed under the SAVEH European project. For the pilot experiment we selected a sample of 10 children ranging in age from 7 to 16 years, so the project covered different educational levels. Moreover, we designed and developed a package of technological solutions to provide an inclusive education for children in hospitalized and homecare situation.

Digital and media literacy has become an essential requirement and a basic
right in democratic societies. In a context where mass media and digital
resources have acquired increasing importance, educommunication is
considered as a challenge for the development of the necessary skills and
abilities in the Society of Information and Knowledge. Media literacy can signify
the overcoming of the barriers of accessibility to Information and
Communication Technologies (ICT) by people with functional diversity, favoring
their participation, equality of opportunities and social inclusion. This paper describes the educational practices in a special education school through a
case study where mass media are used as enriching elements to promote the
digital and social inclusion of students. It`s possible to reach the conclusion that
the students’ digital and media competence, as well as their critical and
reflexive capacity, are promoted through educational experiences such as the
creation of a school radio and newspaper or participation in the “Proyecto
Redconsejos/Project Nettips”.

Questo è un Diario di Bordo di una Nave Scuola che solca mari molto incerti alla scoperta di Isole Sconosciute. Per tracciare la rotta usiamo più volentieri la bussola della disubbidienza, il sestante dell'impossibile, i cerchi azimutali del gioco, lo scandaglio della solidarietà. Di viaggi ne abbiamo già fatti molti e incredibilmente di Isole ne abbiamo scoperte a migliaia! Nascoste proprio lì dove ci sembrava ovvio non potessero esserci. La Cartogra a è complessa e poiché i Mari della Creatività appaiono al momento molto mutevoli, forse non sarà mai possibile de nire una mappa conclusiva. Per questo vi lasciamo il resoconto di quello che abbiamo scoperto no ad oggi. Una parte consistente è contenuta nel nostro primo Diario di Bordo che abbiamo chiamato Quaderno #1. Quello che invece avete tra le mani è il Quaderno #2 che contiene altre 24 incredibili esperienze ludiche e ricreative come fossero un arcipelago di isole da esplorare… Buona Navigazione!

Quali competenze dovrà possedere il progettista del futuro? E come si insegnano? E quali sono soprattutto i valori nei quali ci riconosciamo come progettisti e educatori nel nostro presente e che vogliamo coltivare insieme alle nuove generazioni affinché il futuro sia realmente sostenibile? Attraverso la presentazione di ventiquattro esperienze ludico ricreative e didattiche dal forte carattere inclusivo, gli autori illustrano le competenze base della progettazione.

Lo studio UNPACKED ha iniziato la sua attività a Roma nel gennaio del 2005 grazie ai fondi per l'imprenditoria giovanile di "Sviluppo Italia" ed è diretto da Daniele Mancini e Irene Rinaldi, entrambi architetti ed educatori con esperienze in diversi campi della creatività in Italia e all'estero. UNPACKED tenta di disvelare le opportunità nascoste nelle pieghe dell'ovvio e del banale, attraverso progetti di architettura, installazioni ef mere, performance, workshop, attività educative, esperimenti di comunicazione e di design relazionale, playground istantanei e spontanei, esperimenti al con ne tra il digitale e l'analogico. L'attività dello studio è presentata sul sito http://www.unpacked.it

Desde  una  perspectiva  de  educación  inclusiva  se  hace  una  lectura  de  los  referentes teóricos y metodológicos de las  docentes y los docentes en servicio graduados de una  universidad pública costarricense. Se  utilizó la investigación cualitativa con un método etnográfico, cuyas técnicas fueron  la  entrevista,  la  observación  participante  y  el  análisis  documental.  Se  trabajó  en  dos instituciones educativas públicas, que facilitaron la investigación con docentes g raduadas que tuviesen a  cargo  la  atención  de  niños  y  niñas  con  adecuaciones  curriculares  significativas. Finalmente,  se presenta  entre  los hallazgos, cómo las docentes pese  a la  mística y buenas intensiones  basan sus opiniones,  creencias  y  prácticas  metodológicas  en  una  marco  teórico  que  responde  a  la  diferencia
alejándose, así, de los principios fundamentales de la inclusión educativa.

The following article is an excerpt from the entire qualitative, ethnographic research report on the challenges existing at work of 9 supporting teachers in inclusive classrooms of 2 public schools in Poland. The research project was carried out as part of the master's thesis of the first author of the article under the supervision of the second author. The main research question analyzed in this article is: what challenges do supporting teachers have while working in the inclusive classrooms? In addition, the data was focused to obtain the answers for three detailed research questions. Data analysis was conducted using thematic coding and categorization techniques according to Gibbs 1. The study results identified 8 main categories related to the challenges indicated by 9 supporting teachers working in inclusive classrooms. These are (a) an institutional support, (b) lack of institutional support, (c) educational barriers, (d) dealing with educational barriers, (e) conflicts, (f) difficulties of supporting teachers, (g) difficulties of leading teachers, and (h) space.

Evidencias Poesía en Educación Primaria como didáctica inclusiva beneficiosa Objetivos 1. Trabajar conjuntamente con todos los alumnos a través de un hilo conductor literario, en un entorno equitativo, inclusivo, colaborativo y constructivo. 2. Expresar el gusto y el amor por la poesía como medio para revelar y exteriorizar sentimientos comunes en todas las personas. 3. Infundir en el alumnado un amplio abanico cultural más allá del análisis literario. Desarrollo de la experiencia Esta práctica educativa se ha desarrollado durante el curso académico 2015/2016 en el CEIP Rei Jaume I, un colegio público de Educación Infantil y Primaria de Palma de Mallorca que acoge alumnado de 39 nacionalidades y que tiene una gran diversidad. A partir de los poemas seleccionados en un blog creado por la maestra responsable del proyecto (http://literatura-kyka.blogspot.com.es), en el que se incluyen informaciones de poetas, sus obras, audiciones y otros recursos, nuestros alumnos han seleccionado los poemas que más les han interesado y los han preparado a conciencia: se trataba de comprenderlos, recitarlos, vivirlos. Todas las semanas, los alumnos han tenido sus ansiadas clases de Literatura en las que se enfrascaban en la esencia de los poemas elegidos, y bajo nuestro acompañamiento pedagógico, han aprendido a recitar, a mantener un adecuado tono, a posicionarse físicamente de acuerdo con lo que están recitando, a comprender qué quiere decir y expresar el poeta, a emocionarse con lo que están sintiendo y haciendo sentir a los demás. Después de muchas horas de práctica, de memorización comprensiva, de ayuda colaborativa y de emocionantes interpretaciones en el aula, organizamos variadas sesiones en clase con familias y docentes y asociaciones de vecinos del barrio. Seguidamente, tras haber comprobado la confianza y el disfrute de todos, el colegio organizó un recital online con muy buena acogida y varias interpretaciones en teatros de Palma, con resultados francamente positivos. Ha sido muy edificante haber podido contribuir a que chicos y chicas que presentan dificultades de aprendizaje académico, de dicción, recién llegados de procedencias de minorías étnicas o de lugares muy lejanos, etc. hayan aglutinado de forma muy significativa la esencia de la educación inclusiva: el desarrollo personal de cada uno con sus características, hecho que nos traslada a la verdadera educación inclusiva que busca enriquecerse con la diversidad heterogénea y descarta alinear a los alumnos según un patrón homogéneo marcado por la media. Creemos firmemente en que todos y cada uno tiene capacidades y talento, y se ha demostrado que alumnos con baja autoestima y problemas sociales y académicos se han convertido en auténticos referentes para los demás, desarrollando capacidades que parecían estar ocultas. Conclusiones Nuestra práctica educativa ha resultado muy enriquecedora porque en todo momento hemos tratado de cuidar un principio fundamental: todos los alumnos son especiales, todos son importantes, todos y cada uno de ellos tienen talento que debemos acrecentar, en línea con lo que magistralmente nos expuso Montaigne, cuando advertía que «un niño no es una botella que hay que llenar, sino un fuego que hay que avivar». Alumnos con severos déficits o procedentes de entornos poco favorecedores, no solamente han tenido ocasión de ser uno más de la clase, o del colegio, sin etiquetas ni prejuicios, sino que han podido demostrar excelentes habilidades, e incluso liderazgo, en numerosas facetas que superan la mera instrucción. Estamos convencidos de que este tipo de didácticas ayudan a que se forje la identidad emocional en todos los alumnos, que aprecian, valoran y trasladan su ilusión por participar, aprender y crecer juntos, sin que existan absurdas e intolerables prebendas para algunos o se promuevan infames exclusiones para otros.

Las actuaciones educativas inclusivas favorecen la adquisición de los aprendizajes, así como la creación de un clima de convivencia igualitario. En este contexto de aula inclusiva, este trabajo nace del interés por describir una experiencia de aula desarrollada en un centro público de Educación Infantil y Primaria, mediante una propuesta de aula inclusiva. Para ello, se ha organizado en dos partes: la primera, donde se desarrolla el marco teórico que sustenta, desde un punto de vista científico, la importancia de implementar estrategias sobre aprendizaje entre iguales que ayuden a obtener el éxito de todo nuestro alumnado y la segunda, donde se detalla la experiencia identificado estrategias didácticas y organizativas de aula que favorecen la inclusión, como medidas que persiguen la igualdad de oportunidades así como de aprendizaje para todo el alumnado.

La escasez de recursos disponibles en la educación, tanto materiales como humanos, y la falta de formación del profesorado en relación a la diversidad del alumnado, causa una dificultad a la hora de ofrecer a la diversidad del alumnado una respuesta adecuada y contextualizada en el aula ordinaria. El objetivo de este estudio es conocer la percepción y las actitudes del profesorado en relación a la diversidad y a la inclusión del alumnado. La finalidad de este estudio es describir dichas percepciones y actitudes del profesorado en dos centros diferentes y posteriormente compararlas. Los centros están ubicados en la ciudad de San Cristóbal de La Laguna; uno es un colegio público preferente de discapacidad auditiva y el otro un colegio concertado-privado. Este estudio toma como muestra dos centros de infantil y primaria. En primer lugar se ha definido el marco de referencia, seguidamente se ha optado por una metodología cuantitativa. Los datos del estudio se han recogido mediante un cuestionario de Escala Likert. Posteriormente se han analizado los datos mediante pruebas estadísticas para describir y comparar ambos centros.

The lack of material and human resources in the education system and the poor training of faculty regarding students' diversity, generates some difficulties when providing an adequate and contextualized answer to students with special needs in the general classroom. The objective of this study is to know the perception and thoughts of faculty in relation to diversity and inclusion of students. The goal of this study is to describe the perceptions and thoughts of the faculty in two different schools and to overall compare such perceptions and thoughts. The schools are located in San Cristóbal de La Laguna; one is a public school and the other is a subsidized-private school. The study focuses on two institutions teaching preschool and primary students. First, a reference framework is defined, then a quantitative methodology has been applied. The data of this study has been collected using a questionnaire Likert-type Scale. Finally, the data has been analyzed using statistical analysis to describe and compare both schools

This article is concerned with the tenor of the current debate on the inclusion of children with additional support needs in mainstream educational settings. The fundamental paradoxes of educational inclusion will be explored, as will the nature of the self-producing and self-reproducing ‘industry’ that has grown up around it. The article also addresses systemic barriers to ‘daring to think otherwise’ (Allan 2003a) about inclusion, particularly those that relate to the context in which educational research is conducted and knowledge produced, and the locus of key commentators in the debate. In sum, what is offered below is a rather different interpretation of what Allan (2006) has described as the ‘repetition of exclusion’. The article concludes with a literary exploration of what it means ‘to rethink what it means to be genuinely open to another human being or culture and to share and take responsibility for one’s implication in the dilemmas of difference’ (Santner 2001, p 5).

The paper presented on the Special on-line ISCAR Summer seminar for
PhD students “Cultural-historical psychology today: research challenges & practical perspectives” was written as part of investigations carried out by two research groups registered in the Brazilian National Council for Scientific and Technological Development (CNPq): ILCAE – Linguistic Inclusion in Scenarios of Educational Activities – and ISEF –  Social-Educational Inclusion and Teacher Education. Each is also accredited by the universities where they were created: The Pontifical Catholic University of São Paulo (PUC-SP), in the case o ILCAE1, and the Federal University of São Paulo (UNIFESP) – in the case of ISEF2. Together with my Doctorate, Master’s and Scientific Initiation (Undergraduate and some High School) students, I have been carrying out investigations on the subjects of the social-educational exclusion/inclusion dichotomy, teacher education and materials design – or flexibilization of course book materials for children and adolescents with specific educational needs. We use the term specific educational needs because not all students that are going through school with learning difficulties are disabled. Some are gifted, some had dyslexia or other learning difficulties, or even syndromes that might result in learning difficulties – neither of which are considered, by Brazilian legal system, a disability per se.

Formal education of asylum seeker children in Serbia officially started in September 2017, when the consequences of European border regime became more obvious. In spite of the official attitude that Serbia is a transit country, there was a pressure to improve integration policies regarding migration, since a lot of people wanting to seek asylum in European Union have remained in Serbia for months. Educational inclusion is the aspect of asylum seekers' integration in which the most resources and effort was invested. In this article, I try to define the notions of social and educational inclusion in relation to integration policies of asylum seekers coming from different cultural backgrounds and in relation to existing educational inclusion policies.

Este estudio preliminar tiene como fin corroborar, ajustar o corregir, los principales contenidos del cuestionario definitivo, que estudia el uso de las Tecnologías de la Información y la Comunicación (en adelante, TIC) en la práctica educativa de los profesionales especialistas en Pedagogía Terapéutica (en adelante, PT), como herramienta óptima de trabajo complementaria de la actividad docente y facilitadora de la mejora de la calidad de la enseñanza con alumnado con necesidades educativas especiales intelectuales (en adelante, NEEI). Se parte de un procedimiento de análisis cuantitativo, descriptivo con análisis de frecuencias, utilizando como herramienta un cuestionario administrado en línea a maestros especializados consta de 26 preguntas agrupadas en seis dimensiones. Como objetivo principal, se estima la fiabilidad de los conceptos medidos con escalas integradas por un conjunto variado de ítems. Para los conceptos medidos con dichas escalas se ha obtenido el coeficiente Alpha de Cronbach utilizando el programa SPSS versión 23. Como criterio general se considera un coeficiente Alpha > 0.7. A su vez, se ha realizado una prueba piloto con 50 maestros especializados que trabajan en centros escolares de Castilla-La Mancha (España). Los resultados obtenidos permiten identificar tres constructos, “Importancia de las TIC en el aprendizaje” (α=0.95); “Motivos del profesorado para no utilizar las TIC” (α=0.78); y “Uso inadecuado de las TIC” (α=0.88). Se concluye la determinación del cuestionario definitivo considerando los tres constructos identificados. A su vez, se concluye una valoración general muy positiva en relación con la utilización de las TIC con alumnado con NEEI.

Desde el inicio del presente siglo, varios países de América Latina desarrollaron políticas educativas tendientes a fomentar la inclusión plena en la educación básica que garantice el derecho a la educación para toda la ciudadanía-fundamentalmente para los sectores más desfavorecidos, tradicionalmente excluidos-incrementando la cobertura del sistema educativo, mejorando los indicadores de eficacia y eficiencia educativa, y atacado los significativos niveles de desigualdad. A partir de la comparación con la situación global en el mismo período, el trabajo se propone analizar los avances efectivos de estas políticas de democratización de la educación en la Región a nivel de la educación básica. Particularmente se enfoca en el nivel secundario de educación ya que la educación primaria ha alcanzado un alto grado de universalización, permitiendo una más clara visualización de los procesos considerados. Asimismo se estudian sus limitaciones para incidir estructuralmente en los históricos niveles de desigualdad que se verifican en las sociedades y sistemas educativos latinoamericanos. El análisis incluye también la consideración de los resultados de evaluaciones internacionales estandarizadas basadas en resultados de aprendizaje de los estudiantes.

Considering the importance of inclusive education, the aim of this
research was to verify which physical adaptations are necessary in
a school and map the relations between students with disabilities
and other members of the school staff. 460 students participated,
26 of them with disabilities and 31 members of school staff.
For data collection we used footage and observation forms, whose
Jéssica Fernanda Lopes e Vera Lúcia Messias Fialho Capellini
92 Cadernos de Pesquisa em Educação - PPGE/UFES
Vitória, ES. a. 12, v. 19, n. 42, p. 91-105, jul./dez. 2015
focus was qualitative. Among the results, it follows that the school
infrastructure is not yet suitable for spaces and objects that need to
be adjusted. There is considerable interaction between the students,
even in environments outside the classroom. The lesson planning and
the choice of strategies to enable the participation of all students is
essential for the formation of an inclusive culture, so the teacher’s
role is crucial. We conclude that conditions for building a culture of respect for differences should be created at the school.

La preocupación académica por la “inclusión educativa” en el nivel secundario, en los términos que hoy se expresa, resulta relativamente reciente y mantiene, a su vez, una relevancia preeminente. En la región latinoamericana, aparece entre los primeros temas de agenda de la investigación sobre políticas educativas en el nivel secundario. Al mismo tiempo, diferentes publicaciones hacen notar el uso polisémico del concepto, su utilización en carácter de eslogan en el discurso político, y su reproducción acrítica e inespecífica en el discurso académico. En Argentina, esta situación sucede, por cierto, en un contexto societal en el que se le ha dado una relevancia central al concepto desde el discurso político-pedagógico oficial, particularmente durante el período histórico comprendido por los tres gobiernos kirchneristas (2003-2015). Contexto en el que, a su vez, la escuela secundaria aparece fuertemente cuestionada y tensionada en su capacidad de hacer efectiva una educación de calidad para todos. Este trabajo se propuso analizar las producciones académicas del campo de la investigación educativa en la Argentina reciente (2003-2018) que conceptualizaron, problematizaron y estudiaron la inclusión educativa
en el nivel secundario, a fines de caracterizar y comprender sus principales rasgos y su evolución

The aim of the present work was to determine the knowledge that teachers of Early Childhood, Primary and Secondary Education of different provinces of Andalusia (Spain) had about students with specific educational support needs, specifically those under the category "students with high intellectual capacities", as established in the Instructions of March 8th, 2017 of the General Directorate of Participation and Equity, which updates the Protocol of Detection, Identification of Students with Specific Needs of Educational Support and Organization of the educational response, of the Ministry of Education of the Regional Government of Andalusia. For this purpose, a self-administered questionnaire of 20 questions, with a Likert type scale, was prepared, with a total of 72 teachers. The results obtained, although they are not very representative, show an evident training need in the areas related to the identification of these students and the didactic and intervention strategies to be implemented with them, as well as ignorance about specific resources and materials to facilitate their educational inclusion in the classroom and to prevent their academic failure. However, they do show empathetic attitudes toward these students and an interest to improve their own specific training to attend to this type of diversity in their classrooms.

Se exponen hallazgos de un estudio de caso en dos escuelas chilenas con niveles excepcionales de heterogeneidad socioeconómica entre sus estudiantes. Las entrevistas a profesores y directivos revelan una actitud ambivalente hacia las diferencias socioeconómicas. Por una parte, estas diferencias son celebradas y asociadas a una serie de beneficios para todos los estudiantes (por ejemplo, aprender a relacionarse de manera respetuosa y tolerante con otros). Por otra, hay un interés por invisibilizar, en el cotidiano, las diferencias socioeconómicas existentes. Argumento que dicha invisibilización es articulada a costa de la asimilación de los estudiantes más pobres, lo cual plantea limitaciones para la integración social en estas escuelas pese a su excepcional apertura social.

This paper looks at the efficacy of inclusion and the use of digital education in enhancing effective learning and teaching of children with autism and special needs. This study will look into the extent to which children with autism and special needs have benefited favourably from digital education, how this has impacted their educational performance and the needed intervention that could be used to optimize the functional capacity of children with impairments to ensure equality.

EDUCATIONAL INCLUSION: OPORTUNITIES TO LEARN IN STRUCTURAL POVERTY CONTEXTS.  A CHILD’S GAME TO PLAY? 
In this paper we analyze play’s potential as real educational inclusion promoter (understanding real inclusion not only as school attendance, but also as genuine learning and subjective holding of the children).
We take the contributions of Cultural Psychology to analyze some fragments of observations done in the context of Play Workshops. These workshops, directed by an NGO, took place on a weekly basis, in classrooms of first to third year belonging to 3 primary schools that received population of a structurally poor area. The workshops were held during school regular time-schedule; from 2007 to 2010 (our fieldwork took place between 2007 and 2009).
We explore the inclusion of play in the classroom as a strategy permitting to develop the subjects’ learning potential, helping teachers to focus on them and bettering the chance of genuine learning and of real educational inclusion.
Key words: Basic-Education Play Situated-Learning Educational-Inclusion

Autores:
Viviana Macchiarola
Alicia Mancini
Celina Martini
Ana Eugenia Montebelli

Universidad Nacional de Río Cuarto, Argentina


En Argentina, el Ministerio de Educación de la Nación implementó diversas políticas socio-educativas dirigidas a promover la igualdad y calidad educativa previstas en la Ley de Educación Nacional número 26 206, sancionada en el año 2006. Entre las líneas de acción que concretaron estas políticas se destacan los centros de actividades infantiles (CAI), impulsados en toda la nación a partir del año 2010 y orientados a: a) Apoyar y acompañar la trayectoria escolar de los alumnos con las maestras comunitarias; b) Ampliar los horizontes culturales de los niños y niñas ofreciendo talleres de arte, deportes, comunicación y ciencia; y c) Fortalecer los vínculos entre escuela, familia y comunidad. El objetivo de esta investigación es comprender el modo en que las estrategias y dinámicas educativas que despliegan estos centros contribuyen a fortalecer los procesos de inclusión educativa de los niños y niñas de sectores sociales vulnerables, desde la perspectiva y valoraciones de los estudiantes, docentes y familias. Se estudian, con una metodología cualitativa, cinco CAI de una provincia argentina.


In Argentina, the National Department of Education implemented several socio-educational policies directed at promoting the equality and educational quality projected in the National Education Act number 26 206, ratified in the year 2006. Among the lines of actions implemented by these policies are the child activity centers (CAI, in Spanish), launched throughout the country in 2010 and aimed at: a) Supporting and accompanying the academic path of the students with community teachers; b) Widening the cultural horizons of children through arts, sports, communications and science workshops; and c) Reinforcing the bonds among school, family and community. The objective of this research is to understand the way in which the educational strategies and dynamics carried out in these centers contribute to the enhancement of processes of the educational inclusion of children from vulnerable social sectors, from the perspective and evaluation of the students, instructors and families. Five CAI from a province in Argentina are analyzed using a qualitative methodology

El presente artículo analiza las claves para la puesta en marcha de un proceso de desarrollo escolar inclusivo a partir de un conjunto de experiencias de asesoramiento colaborativo, desarrolladas entre los años 2014 y 2017 en la ciudad de Santiago de Chile, utilizando los materiales de la Guía para la Inclusión Educativa. Se procedió
por medio de un estudio cualitativo que sistematiza una serie de indagaciones realizadas desde un diseño de investigación-acción participativa en conjunto con comunidades educativas, las técnicas de producción de información fueron notas de campo, materiales de trabajo producidos por los participantes, entrevistas y registros
de reuniones que fueron sometidos a un análisis de contenido y a una triangulación de datos. Los resultados dan cuenta de cinco dimensiones claves, a saber: culturas colaborativas, investigación-acción participativa, liderazgo inclusivo, visión de cambio integral y asesoramiento colaborativo. Se concluye que las dimensiones son
co-dependientes y articuladas para orientar el afrontamiento de los procesos de cambio inclusivo. Finalmente, existe un conjunto de situaciones en las cuales el asesoramiento colaborativo puede sortear un complejo escenario marcado por las exigencias de estándares de calidad y la valoración a diversidad, por medio de un abordaje centrado en el proceso.

Resumen
Lo compartido a continuación es producto de un trabajo de investigación acumulativo con interés en la problemática de la desvinculación estudiantil en Educación Media Básica de Uruguay y las políticas educativas que la abordan. El objeto de estudio en esta ocasión es la política de inclusión educativa "Propuesta 2016" que funciona en el Consejo de Educación Secundaria de la Administración Nacional de Educación Pública. Se examinan desde los aportes del análisis político del discurso (LACLAU; MOUFFE, 1985; BUENFIL, 1991; SOUTHWELL; VASSILIADES, 2014; MARTINIS, 2016b) documentos oficiales y relatos de actores que trabajan en el caso estudiado, a modo de poner en diálogo la perspectiva de producción de esta política con la perspectiva de su recepción en el cotidiano escolar. Se indaga en la noción de sujeto educativo, la argumentación como política de inclusión y su relación desde una metodología cualitativa. Lo hallado en esta investigación pretende estimular reflexiones en el campo educativo en relación con estas políticas educativas y en particular con la analizada.

Palabras clave: desvinculación; sujeto educativo; posición docente; inclusión educativa; políticas focalizadas.

Abstract
The following is the product of cumulative research work with a focus on the problem of student disengagement in Basic Middle Education and the educational policies that address it. The subject matter on this occasion is the inclusive education policy known as "Propuesta 2016" that operates in the Secondary Education Council of the National Administration of Public Education. From the contributions of the political discourse analysis (LACLAU; MOUFFE, 1985; BUENFIL, 1991; SOUTHWELL; VASSILIADES, 2014; MARTINIS, 2016b), official documents and accounts of actors working on the case of study are examined, in order to set up a dialogue between the perspective of production of this policy and the perspective of its reception in the daily school experience. The notion of an educational subject, argumentation as a policy of inclusion, and their relationship from a qualitative methodology are investigated. The results of this research aim to stimulate reflections in the educational field in relation to these educational policies, and in particular with the one we analyzed.

Keywords: disengagement; educational subject; teaching position; educational inclusion; focused policies.

The spread of network and mobile technologies offers new dimensions for interpersonal interaction and for “spaces” in which this can take place. The “always-on” status has in fact blurred the clear-cut distinction between physical and digital spaces, introducing a new conception of space, known as “hybrid” space. Hybrid spaces are dynamic spaces generated by constant connectivity, which transparently integrates remote contexts into those we are actually experiencing at that moment.
Thus the concept of “hybrid space” is clearly particularly interesting for those having to tackle daily the problem of social/educational inclusion, especially of students who are “homebound” because of physical and/or health problems.
And it is precisely the concept of the hybrid learning space that the TRIS project is focussed on, its aim being educational inclusion of students who have difficulty in attending school regularly due to specific invalidating illnesses.
One of the main results which emerged from the research is that teaching/learning situations which are developed in hybrid learning spaces due to the above force of circumstance, may also act as incubators of general educational innovation for the class/school, fostering experimentations in the didactic use of network and mobile technologies which can also be used as models for “normal” teaching.

Inclusion is the practice of educating students with disabilities in the general education classroom.  First—in this paper—inclusion will be defined and the opposing viewpoints held towards inclusion will be thoroughly explained.  In the next section, the requirements and provisions of PL 94-142 and the Individuals with Disabilities Education Act will be described; the same will be done for the Americans with Disabilities Act.  Afterwards, the implications for the general education teacher regarding the implementation of inclusion education (and these aforementioned pieces of legislation) will be covered.  And finally, a conclusion will assert that inclusion education is more than merely an educational issue—it is a full-fledged civil rights issue.

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. Howeve...

One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students' social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface-the embedded linguistic, pedagogical and interactive features that direct students' engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students' experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.

The poetry of Carol Ann Duffy has become a constant fixture of GCSE and A-Level syllabuses across the UK. As the first female and first openly gay Poet Laureate, one could argue that her long-standing inclusion within the education system is positively progressive. However, the relationship between her work and its presence within schools has not always been congenial. This paper will examine the role of Duffy’s poetry within classrooms and explore the controversy that has sometimes accompanied the poems chosen as teaching material. It will also look specifically at the ways in which she has engaged with schools and young people during her tenure as Poet Laureate, and why this is significant for the arts as a collective. Finally, the paper will touch on how schools and teaching are represented within Duffy’s early and more contemporary poetry collections, and to what extent this represents her attitude to learning and childhood more broadly.

Günümüz eğitim sistemlerinin planlama süreçlerinde psikolojik değişkenlerin yeterli düzeyde dikkate alınmadığı gerçeği, göçmen çocukların eğitiminde de psikolojik unsurların planlamada yeterli düzeyde yer almamasıyla kendini tekrar göstermektedir. Hâlbuki eğitim süreçlerinden yeterli düzeyde bilgi almak ve bu bilgiyi uygulamaya sokmak, üst düzey bir ruhsal ve duygusal hazırbulunuşluğa bağlıdır. Bu çalışmada, göçmen çocukların da eğitim aldığı okullarda dikkate alınması gereken psikolojik unsurlar tartışılmıştır. Bu unsurlar ‘kapsayıcı eğitim, değer ve tutumlar’, ‘okul atmosferi’, ‘başarı algıları ve öğrencilerden beklentiler’, ‘psikolojik sağlamlık’ ve ‘okul psikolojik danışmanlık ve rehberlik hizmetleri’ olarak sıralanmıştır. Bu unsurların kapsayıcılık ve bütünleşme ilkeleri çerçevesinde planlamaya ve uygulamaya dâhil edildiği durumlarda, hem göçmen hem de göçmen olmayan çocukların gelişim ve öğrenmesinde ilerleme sağlanacağı iddia edilmektedir.