Understanding the Development of Inclusive Education System

Autor/in	Ainscow, Mel
Titel	Understanding the Development of Inclusive Education System
Quelle	In: Electronic Journal of Research in Educational Psychology, 3 (2005) 3, S.5-20 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Inclusive Schools; Cost Effectiveness; Educational Policy; Mainstreaming; Special Needs Students; Regular and Special Education Relationship; Educational Discrimination; Disability Discrimination; Access to Education; Equal Education; Program Development; Educational Administration; Change Strategies; Foreign Countries; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Politics of education; Bildungspolitik; Sonderpädagogischer Förderbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Programmplanung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lösungsstrategie; Ausland; Großbritannien
Abstract	It is now almost ten years since the Salamanca Conference on Special Needs Education endorsed the idea of inclusive education. Arguably the most significant international document that has ever appeared in the special needs field, the Salamanca Statement argues that regular schools with an inclusive orientation are "the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all". Furthermore, it suggests that such schools can "provide an effective education for the majority of children and improve the efficiency and ultimately the cost effectiveness of the entire education system" (UNESCO, 1994). During the subsequent ten years or so, there has been considerable activity in many countries to move educational policy and practice in a more inclusive direction (Mittler, 2000). In this paper I use evidence from research carried out during that period in order to consider what needs to be done to build on the progress that has been made so far. In particular, I consider the question: "What are the "levers" that can move education systems in an inclusive direction?" (Contains 1 figure.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10