Title: Review Inclusief Onderwijs: Factsheets
Type of the resource: Article
Funded by: Steunpunt Onderwijsonderzoek, Vlaamse Gemeenschap, Ministerie voor Onderwijs en Vorming
Authors: Aster Van Mieghem, Karine Verschueren, Katja Petry & Elke Struyf
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Language(s): Dutch
IPR: No
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This report provides an overview of these five overarching themes. Four themes refer to substantive themes about inclusive education, namely
(1) attitudes towards inclusive education,
(2) professional development of teachers focused on the realization of inclusive education,
(3) practices that encourage inclusive education, and
(4) participation of all social and academic students.
They also identified a fifth theme in which they bundle concerns about research into inclusive education.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Inclusive education - in its multitude of facets - is therefore frequently the subject of research. The following research questions were formulated for this: (1) Which themes in the context of inclusive education have already been investigated? (2) What can we learn from this for practice? (3) What gaps are there within this research field? To answer these research questions, a systematic search for literature was set up.
Sources and means of verification: (What are the sources of information for these indicators?)
For this report they searched for overview studies that systematically brings together existing literature on a subject related to inclusive education. They focus on overview studies in which databases were searched systematically, using search terms and criteria that were clearly defined. For this "Inclusive Education Review", they searched the Education Resource Information Center (ERIC) and Web of Science (WoS) databases using the following search terms: "inclusive education" and "special educational needs" in combination with "education"
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
1. If co-teaching is opted for, give teachers structural time for lessons prepare together, evaluate and let them reflect on good education and good cooperation.
2. If you work with teaching assistants, ensure that they are clear division of roles whereby teachers find time to support students with SOB.
3. Peer-mediated interventions - where peers support each other - generate positive effects, both for students with SOB and their classmates.
The support of fellow students and the modeling of socially desirable behavior by fellow students, contribute to a more inclusive classroom climate.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
The studies to which they refer in this report are overview articles, which provide insights from various other studies conducted in different countries, with a different education system and policy (eg inclusive education versus special and regular education), and sometimes a different focus (eg basic - or secondary education, or both). The findings from this "Inclusive Education Review" can therefore not simply be generalized, but can serve as inspiration to further shape education policy and practice in Flanders in a targeted manner.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The most important conclusion is that professional development of teachers, based on good practical examples that lead to successful experiences and the opportunity to inter-vision or discuss concrete cases afterwards, is vital for the implementation of inclusive education
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://steunpuntsono.be/portfolio/review-inclusief-onderwijs
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