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

View/ Open
Type of Content
Journal ArticleISSN
1176-6662Collections
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 education39 - Education::3902 - Education policy, sociology and philosophy::390201 - Education policy
Rights
All rights reserved unless otherwise statedRelated items
Showing items related by title, author, creator and subject.
-
Editorial: PBRF changes
Benade L; Devine N; Teschers, Christoph (Auckland University of Technology (AUT) Library, 2021)Over the last 18 years successive governments have tried various schemes to reward and encourage good research, without actually conducting much research into the effectiveness of the rewards and discouragements inherent ... -
Schools celebrating place and community: a study of two rural schools in Bangladesh and New Zealand
Hasnat MA; Greenwood, Janinka (2021) -
Becoming language policymakers in science and education.
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 ...