Measuring inclusive education / / edited by Chris Forlin, Tim Loreman

• Record Nr.: UNINA9910463810103321
• Pubbl/distr/stampa: West Yorkshire, England : , : Emerald, , 2014; ©2014
• ISBN: 1-78441-145-0
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (329 p.)
• Collana: International Perspectives on Inclusive Education, , 1479-3636 ; ; Volume 3
• Disciplina: 370
• Soggetti: Educational indicators; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Measuring Inclusive Education; Copyright page; Contents; List of Contributors; Series Introduction; Introduction to Volume 3; Section I: Issues in measuring inclusive education; Conceptualising and Measuring Inclusive Education; Introduction; Definitions of Inclusive Education; Concepts of Inclusive Education; Conceptualising Inclusive Education Based on Key Features; Conceptualising Inclusive Education as the Removal of That Which Excludes and Marginalises; Inclusion as a Whole of School Issue; Measuring Inclusive Education; Conclusion; References; Ethical Challenges and Dilemmas in Measuring Inclusive EducationIntroduction; Ethical Challenges and Dilemmas in Inclusive Education; Compromising the Measurement of Inclusive Education; Ethical Challenges, Perplexities, and Problems in Inclusive Classrooms: Accounts and Perspectives of Teachers; Collegial Adversity in the Context of Inclusion; Conclusion; References; What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context; Introduction; The Challenge of Assessing Inclusion in India; Policy for Inclusion; Provision of Support for the Development of InclusionProvision in Classrooms; Conclusion; References; Data Collection to Inform International Policy Issues on Inclusive Education; Introduction; Current International Approaches to Data Collection for Monitoring Purposes; ; Data Collection Approaches based on Categories of SEN; Data Collection Approaches based on Allocation of Additional Resources; Data Collection Approaches based on Placement of Learners with SEN; Applicability of Current Data to Policy Questions and Issues; Current Policy Demands Relating to Data Collection; The Need for Evidence on Inclusive Education at an International LevelThe Need for Evidence to Address Key Policy Concerns at the National Level; Data to Monitor Learners' Rights to Inclusive Education; A Right to Education Anchored in Equity in Terms of Access; A Right to Education Depending on Equality of Treatment; A Right to Education Related to the Enabling Effect of the Educative Environment; A Right to Education Depending on the Consistency and Continuity of an Educational Career; A Right to Education that Accounts for Affiliating Effects; Concluding Comments; References; Resourcing Inclusive EducationIntroduction; Framing Inclusive Education; Funding an Inclusive Education System; From Funding to Resourcing an Inclusive Education System; Setting Priorities to Build Capacity in an Inclusive Education System; A Focus on Quality Teaching; Building Instructional Capacity; Quality Leadership; Creating Quality Adult Learning Environments; Resourcing Preventative Supports; Repurposing Resources; Accountability in an Inclusive Education System; Conclusion; Case Study; Inclusive Education in Alberta; Funding an Inclusive Education System in Alberta; Allocation of Provincial Funds
• Sommario/riassunto: Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.