The Experts below are selected from a list of 180 Experts worldwide ranked by ideXlab platform

Geoff Lindsay - One of the best experts on this subject based on the ideXlab platform.

  • Educational psychology and the effectiveness of inclusive Education mainstreaming
    British Journal of Educational Psychology, 2007
    Co-Authors: Geoff Lindsay
    Abstract:

    Background. Inclusive Education/mainstreaming is a key policy objective for the Education of children and young people with Special Educational Needs (SEN) and disabilities. Aims. This paper reviews the literature on the effectiveness of inclusive Education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. Samples. The review covers a range of SEN and children from pre-school to the end of compulsory Education. Method. Following an historical review of evidence on inclusive Education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of Special Education published 2001-2005 (N = 1373): journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, journal of Learning Disabilities, Remedial and Special Education, British journal of Special Education, European journal of Special Needs Education, and the International journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as Educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Conclusions. Inclusive Education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream Education and the proposition that inclusive Education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal Education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's Education.

  • Educational psychology and the effectiveness of inclusive Education mainstreaming
    British Journal of Educational Psychology, 2007
    Co-Authors: Geoff Lindsay
    Abstract:

    Background. Inclusive Education/mainstreaming is a key policy objective for theEducation of children and young people with Special Educational Needs (SEN) anddisabilities.Aims. This paper reviews the literature on the effectiveness of inclusiveEducation/mainstreaming. The focus is on evidence for effects in terms of childoutcomes with examination also of evidence on processes that support effectiveness.Samples. ThereviewcoversarangeofSENandchildrenfrompre-schooltotheendof compulsory Education.Method. Following an historical review of evidence on inclusive Education/main-streaming, the core of the paper is a detailed examination of all the papers published ineight journals from the field of Special Education published 2001-2005 (N ¼ 1373):Journal of Special Education, Exceptional Children, Learning Disabilities Research andPractice,JournalofLearningDisabilities,RemedialandSpecialEducation,BritishJournalof Special Education, European Journal of Special Needs Education, and theInternational Journal of Inclusive Education. The derived categories were: comparativestudies of outcomes: other outcome studies; non-comparative qualitative studiesincluding non-experimental case studies; teacher practice and development; teacherattitudes; and the use of teaching assistants.Results. Only 14 papers (1.0%) were identified as comparative outcome studies ofchildren with some form of SEN. Measures used varied but included social as well asEducational outcomes. Other papers included qualitative studies of inclusive practice,some of which used a non-comparative case study design while others were based onrespondent’s judgements, or explored process factors including teacher attitudes andthe use of teaching assistants.Conclusions. Inclusive Education/mainstreaming has been promoted on two bases:the rights of children to be included in mainstream Education and the propositionthat inclusive Education is more effective. This review focuses on the latter issue.

Oswell Hapanyengwi-chemhuru - One of the best experts on this subject based on the ideXlab platform.

  • Inclusion or Integration: Towards Conceptual Clarity in the Provision of Special Needs Education in Zimbabwe
    Zimbabwe Journal of Educational Research, 2013
    Co-Authors: Oswell Hapanyengwi-chemhuru
    Abstract:

    This paper is informed by the view that by accepting the principles enunciated in the Salamanca Statement and Framework for Action on Special Needs Education, Zimbabwe opted for inclusion as its guiding philosophy in the provision of Special Needs Education. In the light of this, the paper further presents the situation of Special Needs Education as it has historically developed in Zimbabwe, noting that it was, and largely informed by the philosophy of integration. The argument is then made that there is need for conceptual clarity if integration and inclusion are not to be confused in the provision of Special Needs Education so that the focus should be on inclusive Education for which Zimbabwe has opted. In other words, it is noted that while inclusion is the preferred concept, it appears that integration predominates the practice in Special Needs Education in Zimbabwe. This predominance largely emanates from policy documents that have been produced over the years to give guidance to those involved in the provision of Special Needs Education. Even scholars who have written on Special Needs Education in Zimbabwe tend to betray a lack of conceptual clarity between these two concepts as they tend to use them interchangeably. Thus, primary sources in the form of policy documents from government ministries and secondary sources in the form of articles by scholars on Special Needs Education are discussed. It is maintained in this article that lack of conceptual clarity often results in lack of progress towards the attainment of the preferred philosophy.

Amanda Watkins - One of the best experts on this subject based on the ideXlab platform.

  • financing Special Needs and inclusive Education from salamanca to the present
    International Journal of Inclusive Education, 2019
    Co-Authors: Cor Meijer, Amanda Watkins
    Abstract:

    The focus of this paper is upon an examination of the ‘direction of travel’ in European countries from Special Needs Education to inclusive Education – a development influenced by the Salamanca Sta...

  • national information and communication technology policies their impact upon the use of ict in Special Needs Education sne
    International Conference on Computers for Handicapped Persons, 2002
    Co-Authors: Amanda Watkins, Harald Weber
    Abstract:

    The use of information and communication technology (ICT) is currently very high on the political agendas of nearly all European countries as well as the European Union itself. However, until now, information on the use of ICT in the field of Special Needs Education (SNE) has been limited to National level sources — very little information has been available at the European level. In order to address this, the European Agency for Development in Special Needs Education has undertaken a major European wide investigation into the use of ICT in SNE in 17 Agency member countries. This has lead to dedicated web-based resource banks of information which aim to present easily accessible information on policies, key issues, examples of interesting and innovate practice, key information sources plus future challenges in the field. This paper focuses upon the findings relating to ICT in SNE policies in the participating countries.

Petra Engelbrecht - One of the best experts on this subject based on the ideXlab platform.

  • the implementation of inclusive Education in south africa after ten years of democracy
    European Journal of Psychology of Education, 2006
    Co-Authors: Petra Engelbrecht
    Abstract:

    Inclusive Education in South Africa has not been promoted as simply one more option for Education but as an Educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of Education and key policy documents and legislation stress the principle of Education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive Education and training system (2001) provides a framework for systemic change for the development of inclusive Education. As a philosophy, the concept of inclusive Education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing Educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive Education. After ten year of democracy, the enduring tension between changing the structure of Education and changing the process of Education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge.

Von Aster Michael - One of the best experts on this subject based on the ideXlab platform.

  • Perspectives to Technology-Enhanced Learning and Teaching in Mathematical Learning Difficulties
    'Springer Science and Business Media LLC', 2020
    Co-Authors: Räsänen Pekka, Laurillard Diana, Käser Tanja, Von Aster Michael
    Abstract:

    Technology has entered Education quickly. In developed countries children and teachers have access to hundreds of thousands of learning applications and games. However, the digital divide is significant: some parts of the world still lack the basic requirements for participation in the digital revolution, such as electricity. Development of solar power and mobile technology will narrow this gap, rapidly revolutionizing the access to devices for technology-enabled Education globally. One such area of advancements in technology is teacher Education, where massive open online courses (MOOC) and other Internet sources offer today’s teachers the means to learn about the best pedagogies. Even though there is still a debate about the effectiveness of using Educational technologies and the results have been inconclusive, the use of technology-enhanced learning (TEL) in Education is increasing inevitably as the technologies get cheaper. At the same time, the rise in controlled intervention studies of TEL to support children and adults with MLD is offering new possibilities to understand the mechanisms of learning mathematics. During the last 10–15 years, the focus has been on different types of interventions to develop the number sense of the children with MLD. Slowly the interest is turning to more comprehensive models taking into account the core features of numerical understanding, the multiple concepts and representations in mathematics, and the cognitive skills needed in numerical processing, as well as the best pedagogical practices of Special Needs Education