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    Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development (2020)

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    Type of Content
    Journal Article
    UC Permalink
    https://hdl.handle.net/10092/102045
    
    Publisher's DOI/URI
    http://doi.org/10.24135/teacherswork.v17i1%20&%202.299
    
    ISSN
    1176-6662
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    • Education: Journal Articles [247]
    Authors
    Teschers, Christoph cc
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    Abstract

    The notions of inclusion and diversity are increasingly used in a wide variety of areas in public debate and policy, as well as in educational curriculum and policy documents in New Zealand and internationally since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these contexts is often rather unclear, however. The discourse of inclusion could be described as often having been taken up uncritically and without reflection on the implications that the use of inclusive language implies. This applies to both educational settings and government policies that use inclusive language to promote inclusion, yet seemingly still operate under a mind-set reflective of mainstream, integration discourse. Although inclusion and inclusive education have been widely discussed in educational literature, the models and frameworks that capture the complexity of inclusive education in theory and practice require further attention. One such model that focuses on five aspects relevant to inclusive education will be introduced in this article, and I will discuss how this model could support policy, curriculum and classroom decision making.

    Citation
    Teschers C (2020). Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development. New Zealand Journal of Teachers' Work. 17(1&2). 73-87.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    ANZSRC Fields of Research
    39 - Education::3904 - Specialist studies in education::390407 - Inclusive education
    39 - Education::3902 - Education policy, sociology and philosophy::390201 - Education policy
    Rights
    All rights reserved unless otherwise stated
    http://hdl.handle.net/10092/17651

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