Search results for "Mainstreaming"

Inclusive Education Ideal at the Negotiating Table: Accounts of Educational Possibilities for Disabled Children Within Inter‐Disciplinary Team Meetin…

2008

The debate about whether to include all kinds of students in the general education classrooms is a current topic in the European and Scandinavian educational policy. This paper comes to grips with this topic by focusing on the process through which professionals define educational possibilities and risks for one group of children considered as special needs children. The study is based on the transcripts of four Finnish interdisciplinary team meetings in which professionals and parents negotiate for the school choices of preschool‐aged children with cochlear implants. Analysis of the data is based on the principles of qualitative discourse analytical methods of conversation. Results show th…

Eritrean teachers' perceptions of learner-centred interactive pedagogy

2021

In most sub-Saharan African countries, mainstreaming learner-centred interactive pedagogy (LCIP) is defined as a policy priority. Similarly, Eritrea has adopted the same policy to seek a solution to its educational challenges. Rather than rote mastery of course content, the LCIP approach prioritises learners in constructing knowledge through interaction, active participation and controlling the learning process. This paper explores secondary school teachers' perceptions of LCIP and their challenges in implementing this pedagogical approach. Constructivism and sociocultural learning theory are considered conceptual frameworks to highlight LCIP as an approach for teaching and learning. Qualit…

‘Disability Gain’ and the Limits of Representing Alternative Beauty

2018

In this conversation, Ann Fox, Matthias Krings and Ulf Vierke debate the concept of ‘disability gain’ and the limits of representing alternative beauty. The concept demands that we regard disability inclusion as a resource gain, instead of a resource drain. While this approach complicates and questions the societal definition and devaluation of ‘disability,’ it also raises a number of debatable issues. For example, what happens when ‘disabled’ bodies are commodified in an attempt to represent so-called alternative beauty? The conversation shows that, while the stakes for the fashion-beauty industry in extending aesthetic norms, pluralizing beauty and mainstreaming diversity are high, it man…

Teacher satisfaction at the educational placement of students with special educational needs

2016

This study conducted a large-scale survey to investigate the satisfaction of Finnish primary school teachers toward the current educational placement of their students with special educational needs (SEN). Teachers were asked to recommend the most suitable educational placement for each of their SEN students from a pool of six alternatives: a mainstream classroom, part-time special education, a special classroom in the mainstream school, a special school, a state special school, or an institution. Data were obtained from 980 students representing 68 schools. The results showed that, in the majority of cases, teachers recommended a different level to the current level of placement for their …

2018

Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards...

Making meaning of inclusive education: classroom practices in Finnish and South African classrooms

2017

AbstractThis paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers …

Governance as a barrier to mainstreaming sustainable development in Riga, Latvia

2008

The Aalborg Commitments baseline review of urban sustainability undertaken in Riga, Latvia reveals significant discrepancies between the sustainability criteria of the Aalborg Commitments and municipal statutes and planning documents. An analysis of the European Common Indicators (ECI) and the State of the Environment in Riga indicators indicates that they can only partially fulfil a monitoring function for the implementation of the Aalborg Commitments. To gain insight into the institutional arrangements and governance practices of the municipal government and administration in the context of sustainability City Council deputies and municipal administration structural units and personnel we…

Mainstreaming gender and sustainability jointly: a case study from a local government in Spain

2020

ABSTRACTAfter the approval of the Sustainable Development Goals in 2015, mainstreaming has regained attention as a key strategy to advance towards sustainable development (SD). Taking into account ...

The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland

2015

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised acco…

La intervención posconflicto en el Derecho internacional: una auditoría de género

2013

Que el conflicto armado tiene un impacto diferenciado de género es harto conocido. Demostrar además que la intervención posconflicto también lo tiene, constituye el objetivo de esta tesis. Por ello, partiendo de la potencialidad del gender mainstreaming o perspectiva transversal de género como herramienta fundamental para la gestión internacional de conflictos y, en línea con los postulados de la resolución 1325 del Consejo de Seguridad de Naciones Unidas sobre mujeres, paz y seguridad de 31 de octubre del año 2000, esta investigación adopta la forma de auditoría de género para trazar, mediante un análisis contextual (primera parte), jurídico (segunda parte) y clínico (tercera parte), la ev…