Students with Learning Disabilities within the Context of Inclusive Education: Issues of Identification and School Management

Autor/in	Sakiz, Halis
Titel	Students with Learning Disabilities within the Context of Inclusive Education: Issues of Identification and School Management
Quelle	In: International Journal of Inclusive Education, 22 (2018) 3, S.285-305 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakiz, Halis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1363302
Schlagwörter	Case Studies; Learning Disabilities; School Administration; Interviews; Identification; Foreign Countries; Elementary School Students; Inclusion; Role; Observation; Referral; Prevention; Holistic Approach; Educational Environment; Educational Practices; Educational Policy; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Learning handicap; Lernbehinderung; Interviewing; Interviewtechnik; Identifikation; Identifizierung; Ausland; Inklusion; Rollen; Beobachtung; Prävention; Vorbeugung; Holistischer Ansatz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Politics of education; Bildungspolitik; Türkei
Abstract	This paper reports findings of a case study carried out in two elementary mainstream schools in Turkey. The main aim of the study was to investigate the role of identification and school management within the process of educating students with learning disabilities in mainstream schools. Interviews with stakeholders, observations and documentary analysis yielded the following broad themes: (a) referral and identification was often carried out with little consideration of preventive and holistic approaches; (b) identification based on narrow assessment guided the educational content, influenced school climate and teacher practices and (c) school management bodies assumed little responsibility to plan, coordinate and evaluate the education provided to students with learning disabilities. Outcomes of this study can guide good practice and policy regarding identification and school management in Turkey as well as other countries going through similar processes in terms of educating students with learning disabilities in mainstream schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01