Inclusive Education of Learners with Disability – The Theory versus Reality

Zenon Gajdzica; Robin McWilliam; Miloň Potměšil; Guo Ling

Inclusive Education of Learners with Disability – The Theory versus Reality

by Zenon Gajdzica (Author), Robin McWilliam (Author), Miloň Potměšil (Author), Guo Ling (Author)
©2020, Monographs, 206 Pages
Education

Series: Studies in Philosophy, Culture and Contemporary Society, Volume 30

Many factors have impact on the development of inclusive education, including social, cultural, economic context and the advancement of educational sciences. Analysing and comparing these issues provides a basis for understanding the problems of inclusion of learners with disabilities in mainstream education. The book familiarises readers with the historical and cultural conditions for the development of inclusive education. It presents concepts and everyday practices (financing, preparation of teachers and institutions). The book also takes a challenge to discuss the development prospects of inclusive education. The structure of the book allows for comparing the situation of learners with disability and the structural solutions of inclusive education in the countries of the study.

Cover
Title
Copyright
About the author
About the book
This eBook can be cited
CONTENTS
Preface
Chapter I Inclusive education of learners with disability in Polish experiences
- 1.1. Theoretical foundations of inclusive education
  - 1.1.1. Historical outline of education for learners with disability in Poland
  - 1.1.2. Polish concepts of inclusive education
  - 1.1.3. Cultural determinants of inclusive education
- 1.2. Inclusive education in practice
  - 1.2.1. Organization of inclusive education
  - 1.2.2. Financing the education of learners with disabilities
  - 1.2.3. Competences and qualifications of teachers in inclusive education
  - 1.2.4. Principles of work in the inclusive class
  - 1.2.5. Barriers to the development of inclusive education
  - 1.2.6. Developmental prospects of inclusive education
- Conclusion
- References
Chapter 2 Inclusive education of learners with disability in the United States of America
- Introduction
  - Competing Values
  - American societal values of self-determination and independence
  - American cultural values of equity and fairness
  - Reject monarchy
  - Home for religious tolerance
  - ADA and IDEA
- 2.1. Theoretical foundations of inclusive education
  - 2.1.1. Historical outline of education for disabled learners in the USA
  - The early history
  - Building support for inclusion
  - Reservations about inclusion
  - Research related to inclusion and program effectiveness
  - Teacher attitudes towards inclusion
  - The adolescence of inclusive practices
  - Curriculum-based measurement
  - Classroom instruction in inclusive settings
  - Inclusion in secondary schools
  - Inclusive education and students with severe disabilities
  - 2.1.2. Major approaches to inclusive education
  - 2.1.3. Cultural determinants of inclusive education
- 2.2. Inclusive education in practice
  - 2.2.1. Organization of inclusive education
  - 2.2.2. Financing inclusive education
  - 2.2.3. Competencies and qualifications of inclusive education teachers
  - 2.2.4. What happens in an inclusive class
  - 2.2.5. Barriers to the development of inclusive education
  - 2.2.6. The future of inclusive education
- Conclusion
- References
Chapter 3 Inclusive education in the Czech Republic
- 3.1 Theoretical foundations of inclusive education
  - Terminology
  - Historical background of education for the disabled in the Czech National Conception
- 3.2. Inclusive education in practice in the Czech Republic (2018)
  - The educational system in the Czech Republic
  - State education in the Czech Republic
  - Pre-primary education
  - Primary school
  - Secondary schools
  - Tertiary education
  - Inclusive education
  - Supportive measures – level I
  - Supportive measures – levels II–V
  - School advisory facilities and their role in inclusive education
  - Education of talented learners
  - Individual educational plan
  - The current quantification indicators of education in the Czech Republic
  - Primary education
  - Secondary education
  - Disabled learners from the perspective of classmates without disability
  - Introduction
  - Attitudes and adolescents
  - Characterization of the target group
  - Methodology of data collection and processing
  - Research sample and its characterization
  - Conclusions
  - Recommendations for school practice
  - Sentiments, attitudes and concerns of teaching staff in regard to inclusive education
  - Introduction
  - Methodology of data collection and processing
  - The research sample and its composition
  - Analysis and processing of research data
  - Age of respondents
  - Education of respondents
  - Respondents’ occupation
  - Contact with disabled people
  - The perception of respondents’ professional readiness
  - Awareness of the legislative background concerning the upbringing and education of disabled learners
  - Confidence in educating disabled learners
  - Perception of experience with education of disabled learners
  - Awareness of the opportunities to get professional help
  - Statistical analysis of the collected data
  - Factor Analysis
  - Correlation of scales with variables
  - Sources influencing participants’ opinions, concerns and attitudes
- Conclusion
  - Factor Analysis
  - Inclusive education in the Czech Republic: conclusions
- References
Chapter 4 Inclusive education of learners with disability in China
- Introduction
- 4.1. Theoretical foundations of inclusive education
  - 4.1.1. Historical outline of education for disabled learners in China
  - Historical background of education for learners with disabilities
  - Corresponding stages of education for learners with disabilities
  - The preparation phase: the sprout of ancient thought about special education
  - The formation phase: the emergence of modern special education schools
  - The vigorous growth phase: the establishment of modern special education system
  - 4.1.2. Concepts of inclusive education in China
  - Understanding of inclusive education in China
  - Understanding of inclusion
  - Understanding of inclusive education
  - Relations between inclusive education, special education and general education
  - 4.1.3. Learning in Regular Class (LRC) – the Chinese form of inclusive education
  - 4.1.4. Cultural determinants of LRC
  - Moral ideas of Confucianism
  - Value orientations of pragmatism
- 4.2. Inclusive education in practice
  - 4.2.1. Development of LRC
  - 4.2.2. Organization of LRC
  - 4.2.3. Eligibility for LRC
  - 4.2.4. Admission to LRC
  - 4.2.5. Management of LRC
  - The responsibilities of general school in the practice of LRC
  - The responsibilities of special education resource centre in the practice of LRC
  - The responsibilities of special education school in the practice of LRC
  - 4.2.6. Combined regular and special curriculum for LRC learners
  - 4.2.7. Financial mechanisms of LRC
  - Financial input for special education
  - Financial input for LRC
  - 4.2.8. Competences and qualifications of inclusive education teachers
  - Qualification for LRC teachers
  - Qualification for resource room teachers
  - Qualification for itinerant teachers
  - 4.2.9. Barriers to the development of inclusive education
  - Exam-oriented value of education in China
  - Contradictory attitudes to inclusive education
  - Imperfect policy and regulations from government
  - Lack of funding guarantee
  - Shortage of qualified LRC teachers
  - 4.2.10. Developmental prospects of inclusive education
- Conclusion
- References
Name Index
Series index

Pages:

206

Year:

2020

ISBN (HARDBACK):

9783631834183 (Active)

ISBN (EPUB):

9783631840221 (Active)

ISBN (PDF):

9783631840214 (Active)

DOI:

10.3726/b17782

Language:

English

Published:

Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 206 pp., 7 fig. b/w, 23 tables.

Zenon Gajdzica, a professor of social sciences at the University of Silesia, Poland, member of the Committee on Education Studies of the Polish Academy of Sciences.

Robin McWilliam, a professor of special education at the University of Alabama, USA, developed the Routines-Based Model of Early Intervention Birth to Five.

Miloň Potměšil, a professor of special pedagogy at Palacky University, the Czech Republic and Sichuan Normal University, China.

Guo Ling, Ph.D., a lecturer at Leshan Normal University, China.

You do not have access to the Supplementary.

Inclusive Education of Learners with Disability – The Theory versus Reality

Similar titles