The inclusion for students with special educational needs across the Asia Pacific : the changing landscape / / edited by Wendi Beamish and Mantak Yuen

• Pubblicazione: Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (223 pages)
• Disciplina: 649.151
• Soggetto topico: Children with disabilities - Education; Alumnes amb discapacitat; Infants amb discapacitat; Educació inclusiva
• Soggetto geografico: Pacífic (Regió)
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): BeamishWendi; YuenMan-tak
• Note generali: Includes index.
• Nota di contenuto: Intro -- Preface -- Contents -- Part I: Introduction -- Chapter 1: The Nature of Inclusion in the Asia-Pacific -- Introduction -- The Asia-Pacific Region -- Cultural Norms -- Teacher´s Authority -- Infrastructure -- Cultural Beliefs -- Brief History of Disability Services over Time -- Medical Model of Disability -- Social Model of Disability -- Rights-Based Model -- Inclusion and Disability -- Special Education -- Inclusion in Education -- Exclusion -- Normalisation -- Access to Education -- Legislation and Policy Development -- Teacher Training for Inclusive Education in the Asia-Pacific -- Attitudinal Change -- Future Directions -- References -- Part II: Inclusive Education in Asia-Pacific Contexts -- Chapter 2: The Journey to Inclusive Education: The Story of the Maldives -- Introduction -- In the Beginning -- Moving Forward -- The Legal Framework and Guiding Documents -- Review of Research Undertaken in the Maldives -- Teacher Preparation and Ongoing Professional Development -- Phase 1: Professional Development for In-Service Teachers -- Phase 2: Pre-service Teacher Training -- Phase 3: Inclusive Education as a Separate Discipline in the Teacher Training Programs -- Ongoing Challenges in Teacher Professional Development -- Implementing Inclusion in Maldivian Schools -- Case Study: Co-teaching in a Hub School -- Remaining Challenges and Concerns Regarding Inclusion -- Conclusion -- References -- Chapter 3: Inclusion of Students with Special Educational Needs in Singapore -- Introduction -- The Educational Context for Students with SEN -- Post-2004 Contextual Influences on Inclusion -- Research on Inclusion -- Personnel Preparation for the Inclusion of Students with SEN -- Implementing Inclusion: Towards Greater Systemic Capability -- Current Situation and Challenges -- Conclusion -- References. ; Chapter 4: Teacher Resilience in the Chinese Context of ``Learning in Regular Classroom´´: A Response to ``Lazy Inclusivism´´ -- Introduction -- Situating Disability in the Historical Context of China -- Development of Special Education in China: A Historical Review -- Learning in Regular Classroom: An Alternative of Special Education -- Teacher Resilience and ``Lazy Inclusivism´´ in the Neoliberalized LRC Context -- Mapping Resilience to and of Neoliberalism in the LRC Context: Multiple Correspondence Analysis -- Dimension 1: An Agentic Professional World of LRC Teachers -- Dimension 2: A Neoliberalized Professional World of LRC Teachers -- Dimension 3: Resilience to Neoliberalism -- Conclusion -- References -- Chapter 5: Inclusive Education in a Chinese Context: A Hong Kong Perspective -- Context -- Education in Hong Kong -- Legislation, Policies, and Guidelines Related to Inclusion -- Evolving Policies and Practices -- Brief Review of Inclusion Research in Hong Kong -- Teacher Preparation and Ongoing Professional Development -- Implementing Inclusion in Hong Kong´s Schools -- Case Study: Including Students with Impaired Hearing in the Mainstream -- Remaining Challenges and Concerns -- Conclusion and Recommendations -- References -- Chapter 6: Inclusive Education in Macao SAR: The Influence of Colonial Legacy, Confucian Values, and School Marketisation on P... -- Colonial Legacy and Marketisation of Education -- Confucian Values -- Special and Inclusive Education Policy -- Research on Inclusive Education in Macao -- Teacher Preparation and Ongoing Professional Development -- How Inclusion Is Implemented in Schools -- Challenges and Recommendations -- Teachers´ Access to Training Opportunities -- Establish a Whole School Approach to Inclusive Education -- Increase Opportunities for Parental Involvement in Education of Their Child with SEN. ; Concluding Remarks -- References -- Chapter 7: Inclusive Education in Republic of Korea -- Introduction -- Inclusive Education in Republic of Korea: Cultural Contexts -- Inclusive Education in Republic of Korea: Current Statistics -- Inclusive Education in Republic of Korea: Legislative Contexts -- Special Education Promotion Act -- Act on Special Education for Persons with Disabilities, ETC -- Inclusive Education Portrayed in Korean Legislations and Policies -- Inclusive Education in Republic of Korea: Research Contexts -- Teachers´ Attitudes Towards Korean Inclusive Education -- Special Education Curriculum for Teachers -- Inclusive Education and the Special Education Curriculum -- Special Education Pre-service and In-service Teacher Training -- Bright and Dark Historic Sides of Special Education Teacher Training -- Special Education Teacher Training -- Teacher Qualifications -- Teacher Training Curriculum -- Teacher Education in a New Learning Era -- Teacher Effectiveness and Tasks for Korean Special Education Teacher Training -- Prospects of and Recommendations for Korean Inclusive Education -- References -- Chapter 8: Inclusive Educational System and Practice in Japan -- Japanese Context of Education for Students with Disabilities and Other Special Educational Needs -- Structural Changes in Special-Needs Placement -- Legislation, Policies, and Guiding Documents Related to Inclusion -- Teacher Preparation and Ongoing Professional Development -- Research on Inclusive Education in Japan -- How Inclusion is Implemented in Schools -- Challenges, Concerns, and Recommendations for Action -- Conclusion -- References -- Chapter 9: Inclusive Education in British Columbia: Teaching to Diversity -- Canadian Context -- British Columbia Context -- Legislation, Policies, and Guiding Documents in British Columbia -- The BC School Act. ; Special Education Services: A Manual of Policies, Procedures and Guidelines -- From Exclusion to Segregation to Inclusion -- British Columbia Ministry of Education Funding Model -- Teacher Preparation in British Columbia -- Implementing Inclusion in British Columbia´s Schools -- Identifying and Addressing Student Learning Needs: The Individual Education Plan -- Instructional Frameworks, Approaches, and Strategies Supporting Inclusive Education for All Students -- Universal Design for Learning -- Differentiated Instruction -- Multi-tiered Systems of Support -- Response to Intervention -- Barriers to Inclusion and Recommendations Moving Forward -- Final Thoughts -- References -- Chapter 10: Aotearoa New Zealand´s Journey Towards Inclusive Education: Just Education or Empty Promises? -- Introduction -- Context -- Population -- Te Tiriti O Waitangi (The Treaty of Waitangi) -- The Primary and Secondary Compulsory Education System -- Māori-Medium Education -- Inclusive Education in the Compulsory Sector -- Policy, Guidance, and Legislation Related to Inclusion -- Disability Policy: The New Zealand Disability Strategy -- Human Rights Conventions and Legislation -- Education Policy -- New Zealand Curricula -- The Education Conversation, Korero Mātauranga -- Teacher Preparation and Ongoing Professional Development for Inclusion -- Just Education? Key Challenges and Concerns -- Conclusion -- References -- Chapter 11: Inclusive Education in Australia: An Unfolding Reform -- Introduction -- Legislation, Policies, and Guiding Documents -- National Level -- State Level -- Brief Review of Local Inclusion Research -- Teacher Preparation and Ongoing Professional Development -- Pre-service Teacher Training -- In-Service Teacher Training and Professional Development -- Implementation of Inclusive Education in Schools. ; Case Study: Using Co-teaching to Include Students with SEN -- Challenges and Recommendations -- Inconsistent Government Frameworks and Policies -- Inadequate Staff Training -- Lack of Support for Teachers -- Scarcity of Research into Inclusive Pedagogies and Practice -- Concluding Statement -- References -- Part III: Conclusion -- Chapter 12: Inclusive Education in the Asia-Pacific: Moving Forward with Commitment and Intent -- Introduction -- Guiding Legislation and Policies at International and Local Levels -- Local Inclusion Research Across the Region -- Implementing Inclusive Education in Schools -- Teacher Preparation and Professional Development for Inclusion -- Barriers to Inclusive Education -- Inadequate Teacher Education and Training -- Under-resourcing of Mainstream Schools -- Restricted Stakeholder Engagement -- Policy Formulation and Implementation Issues -- Limited Local Research to Inform Practice in Schools -- Recommendations -- Recommendation 1: Improving Teacher Preparation and Training -- Recommendation 2: Increasing Targeted Funding -- Recommendation 3: Expanding Stakeholder Engagement -- Recommendation 4: Extending the Inclusion Research Agenda -- Recommendation 5: Redressing the Policy-to-Practice Gap -- Conclusion -- References.
• Titolo autorizzato: The inclusion for students with special educational needs across the Asia Pacific
• ISBN: 981-19-2221-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910741154903321
• Lo trovi qui: Univ. Federico II
• Serie: Advancing Inclusive and Special Education in the Asia-Pacific