Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development (2020)
Type of ContentJournal Article
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.
CitationTeschers 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 Research39 - Education::3904 - Specialist studies in education::390407 - Inclusive education
39 - Education::3902 - Education policy, sociology and philosophy::390201 - Education policy
RightsAll rights reserved unless otherwise stated
Showing items related by title, author, creator and subject.
Spurgin C; Combs MC; Tolbert, Sara (AERA, 2021)The present study considers how novice teachers become language policymakers in linguistically hegemonic schooling contexts. We used critical discourse analysis (Fairclough, 2010) for transcribed interviews and classroom ...
Chase G; Chase, Geoff (2020)
For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures Pomeroy D (Informa UK Limited, 2021)There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to ...