Index
ISBN: 978-1-78441-146-6, eISBN: 978-1-78441-145-9
ISSN: 1479-3636
Publication date: 25 October 2014
This content is currently only available as a PDF
Citation
(2014), "Index", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 307-312. https://doi.org/10.1108/S1479-363620140000003005
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited
INDEX
Ability
, 5–6, 10, 21, 33, 43, 67–69, 78, 81–82, 84, 97–99, 103, 123, 133, 141–142, 175, 181, 210, 217, 229–232, 234, 236, 253, 255, 257, 265, 268, 271–272, 274–276
Absenteeism
, 214–215
Access
, 3–4, 9, 11, 13, 15, 21, 25–27, 32, 38–39, 42, 44–46, 58, 62–63, 67–68, 70, 78, 80–83, 87, 89, 126, 137–139, 143, 166, 172, 174–175, 178, 180–182, 207, 210, 215, 248, 250, 255, 271, 274, 280, 283, 292, 294–295, 298
Action research
, 189–191, 193–195, 198–200, 213, 216, 232–234
Administration
, 44, 81, 107, 115–116
Assessment
, 10–11, 13, 15, 25, 27, 40–43, 45–48, 82–83, 86–88, 94, 99, 103, 106, 137–138, 165, 167, 175, 181–182, 199, 220, 233, 240, 257, 273, 281, 283
Attitudes
, 4, 8, 28–29, 41–43, 46–48, 93–103, 106–107, 122, 151–152, 154, 171, 174, 180–181, 194, 200, 213, 228, 239, 265
Barriers to participation
, 7, 15, 116
Beliefs
, 19, 27–29, 38, 79, 85, 93–99, 102, 107, 117, 122, 129, 133, 137, 151–152, 154, 174–175, 181, 191, 194–195, 200–201, 239–240
Bourdieu
, 115–116, 121–130
Care
, 24, 27–28
Central Advisory Board of Education (CABE)
, 39
Classroom
, 6, 11–12, 14, 19–20, 22–27, 29, 31–33, 43, 46–47, 67, 76, 78, 80–82, 84–86, 94–98, 100, 102–103, 105–106, 117–118, 134–136, 138–140, 142–143, 147, 151–154, 169, 171–172, 174–176, 181–182, 192, 200, 227–229, 231–233, 235, 237–242, 248–249, 251, 253, 255–257, 259, 263, 265–267, 269–271, 273–276, 280–281, 283–284, 292, 297
practices
, 27, 33, 95, 138, 175, 242
Climate
, 12, 33, 94, 99, 106, 169, 174–175, 180–181, 249, 297
Collaboration
, 12, 25, 32–33, 81–82, 94, 100–101, 104–105, 118, 137, 151, 169–171, 176–177, 180–182, 192, 197, 209, 215, 223, 227, 234, 236–239, 241, 256, 258, 296
problem solving
, 100, 234, 236, 238, 240, 241
Collegiality
, 29, 33
loyalty
, 21, 30, 33
Community-based interventions
, 215
Comparative special education
, 247
Cook Islands
, 206, 208
Culture
, 4, 7–8, 10, 14, 26–27, 32–33, 54, 97, 100, 107, 116, 118, 121, 177, 190–191, 193, 199, 206, 208, 210, 213, 220, 249, 274, 277
Curriculum
, 5–6, 10–13, 15, 22, 28, 47, 57, 62, 81–82, 104, 106, 145, 155, 169, 173, 175–176, 181–182, 192, 199, 213, 215, 227–229, 233, 241, 248, 250, 252–253, 255–256, 270, 279–280, 282, 292–298
differentiation
, 227, 228, 241
modification
, 47
Deaf
, 216, 250
Developing countries
, 166–167, 177, 189, 191, 193, 195–197, 199, 205, 276
Disability
, 3–6, 8, 13, 27–30, 39, 47, 55–58, 64, 67–68, 76–77, 88, 96–98, 101, 105, 115, 119–120, 133, 135–136, 151, 167, 177, 183–184, 190, 205–208, 211–212, 215–216, 218–220, 222–223, 283–287, 289, 292, 295
perceptions of disability
, 30
Persons with Disabilities (Equal Opportunities, Protection and Full Participation Act) (1996)
, 4, 39, 55, 63, 196, 208, 252
Diversity
, 4, 6, 8, 13, 40, 42, 63, 71, 76, 87, 94, 100, 106, 117, 141, 175, 189, 194, 196, 228, 240, 258, 264–265, 270–271, 276
Education for All Monitoring Report (UNICEF 2014)
, 43
EFA
, 177–178, 196, 206–207, 216
Efficacy
, 26–27, 33, 82, 88, 94, 97, 99, 102, 106, 171, 174, 227, 233, 239–241, 258–259
Enabling Education Network (EENET)
, 10, 166, 206–209, 211, 213–214, 216–218, 221, 223
Equity
, 3–5, 13–14, 21, 24, 27, 67, 76–79, 86, 88, 128, 177, 179, 190, 207, 213, 237
Ethical
, 19–31, 33–34, 87, 199, 249
challenge
, 21–22, 24, 25–29, 31, 34
dilemma
, 20, 22, 23, 24, 29, 30
principles
, 19, 30
problem
, 19, 21, 22, 23, 28
Evaluation
, 3–4, 13–15, 23, 25, 29, 34, 40–41, 44, 48, 64, 84, 89, 165, 167, 183, 238, 267
Evidence to support policy making
, 66
Exclusion
, 4–5, 9–10, 42, 62, 64, 78, 166, 275
Fiji
, 198, 200–201, 206, 208, 210, 212, 217, 223
Finances
, 169, 172, 180–181
Funding
, 11, 23, 57, 61, 75, 77–79, 86–88, 169, 172, 216, 220–221, 233
Human rights
, 3–5, 9, 63–64, 128, 189, 212
Improvement planning
, 75, 197
Inclusion
, 3–14, 19–30, 32–34, 37–43, 45–48, 54, 57, 67, 69, 76, 80–82, 86, 93–107, 115, 120, 124, 126, 128, 133–134, 138, 152, 154, 166–167, 171–172, 174–175, 178, 181–184, 189–201, 206–208, 211, 213–215, 219–220, 222, 227–228, 234, 237–238, 241, 247–253, 256, 264–268, 271–276, 279–281, 283–287, 289–295, 298
index for
, 10, 11, 14, 41, 166, 189–201
meaningful
, 106
Quality Mark
, 41
Inclusive education
, 3–15, 19, 21–25, 27, 29, 31, 33–34, 37–38, 41–42, 44, 47, 53–55, 60–67, 70–71, 75–79, 81, 83–89, 93–97, 101–102, 106, 115–123, 125–130, 133, 165–184, 189–190, 193, 195–201, 205–219, 221–223, 227, 229, 231, 233, 235–237, 239, 241, 247, 251, 263, 266, 272, 277, 279, 296
conceptualizations of
, 99
definitions of
, 4–6
framework
, 41
indicators of
, 165–184, 227–242
measurement of
, 19, 22–24, 29, 223
models of
, 256–258
themes
, 10, 12, 170
Inclusive pedagogy
, 263–277
Inclusive school
, 4, 10, 37–38, 41–42, 45, 76, 80–81, 83, 86, 94, 115–121, 123, 125–130, 170, 172, 176–177, 193, 228, 248
India
, 37–39, 41–45, 47–48, 178, 195, 209
Indigenous (culture, languages, people, values)
, 206, 210–214, 220
Individual supports
, 176
Inputs-processes-outcomes framework
, 11, 168, 169, 170
Inquiry-based approaches
, 205
Instructional
, 11, 27, 79, 81–84, 94, 98–99, 106, 133–136, 138, 140, 144–150, 152–155, 169–170, 173, 175, 228, 230, 232, 236, 240, 248–249, 251–253, 255
effective practices
, 133
International aid
, 189
Australian Aid
, 195, 199, 214
International policy requirements
, 53
Justice
, 21, 128, 130, 174, 268–269, 271, 294, 296
Kiribati
, 206, 208, 211, 214–215, 217
Knowledge
, 22, 25, 29, 47, 69, 78, 84, 94–95, 97, 99–107, 117, 122–124, 126–130, 137, 141, 143–144, 153, 171, 190, 197–198, 200, 207, 209, 212, 214, 217–218, 220, 223, 228, 232, 235–237, 240, 249–250, 255, 265, 267, 271
Leadership
, 12, 78, 80, 82, 105, 115–119, 121–130, 133, 169, 172–173, 180–181, 199
Learners’ rights
, 53, 66, 67, 70
Learning
, 5–6, 8, 11, 13–14, 20–21, 23, 25, 27–29, 34, 38, 40–41, 43–47, 55, 57–58, 62–63, 65, 67–70, 76, 78–87, 89, 93–94, 98–99, 103–107, 117–118, 120, 125, 133–136, 138–147, 151–155, 172–176, 178, 181–182, 189, 191–197, 199, 211–212, 214, 227–230, 232, 234–236, 238–241, 248–249, 251–252, 254–255, 257, 259, 264–266, 268–271, 273–276, 281, 284, 286, 288–289, 291–292, 295–297
Literature review
, 166, 241
Marginalisation
, 38, 42, 62, 209–210, 275
MDGs
, 207
Micro-meso-macro framework
, 183
Midday meal provision
, 44
Mobile phones
, 210
National Council for Protection of Child Rights (NCPCR)
, 46, 48
Networking
, 205–223
Observation
, 98, 133, 135, 142, 145–146, 149–153, 155, 212, 234, 254, 267, 271
Oral culture
, 210, 213
Pacific Disability Forum
, 208
Pacific Island countries
, 206, 213
Pacific Islands Forum Secretariat
, 206
Policy
, 4, 6, 11–13, 15, 37–39, 42, 46, 53–55, 57, 59–71, 81, 86–87, 95, 122, 126, 169–171, 175, 180, 183, 190–191, 193, 198–200, 206, 208, 211–212, 215, 223, 227–228, 233, 251, 254, 272, 277, 279, 292, 298
Post-school outcomes
, 12, 179
Poverty
, 8, 38, 42, 177, 180–181, 210, 213, 215, 220, 295
Practice
, 3–5, 7–9, 13–15, 19–21, 23–26, 29–30, 32–34, 62, 65, 71, 75–76, 80–82, 85, 94–101, 104–105, 107, 115, 119, 121–122, 124–130, 136–137, 141, 148, 153–155, 167, 169–171, 174–176, 180–184, 190–193, 197, 199, 206–208, 211, 213, 216, 219, 222–223, 227–238, 241–242, 248–249, 251, 253–255, 259, 264–265, 267, 269–275, 277, 292
Professional development
, 10, 12, 26, 29, 33, 40, 82, 85, 93–94, 99–100, 105, 107, 120, 171, 199, 227, 231–232, 234, 238, 241, 253, 259, 263, 272, 274
Professional learning
, 11, 83, 94, 197, 276
Professional responsibilities
, 19, 32
Qualitative
, 54, 62, 64–66, 95, 100, 102, 105–106, 167, 178, 183, 238
Quantitative
, 54, 61–62, 64–66, 95, 167, 178, 183, 241
Rating
, 133, 147–148, 153, 155
Research-based pedagogies
, 227–228, 240–241
Resources
, 6–7, 11–13, 21–22, 26, 32–33, 43–45, 48, 54–55, 57–58, 70, 77, 79–81, 83–89, 100, 118–120, 137, 152–154, 169, 171–172, 175–177, 180–181, 190, 195–196, 199, 207–208, 211–212, 217, 220–221, 294–295, 298
Right to Free and Compulsory Education Act (RTE) (2009)
, 38–39, 42–46, 48
Rights
, 3–5, 9, 19, 21, 37, 39, 42, 46, 48, 53, 55, 63–64, 66–67, 69–70, 75, 93, 115, 126, 128–130, 133, 165, 189, 196, 205, 208, 212, 220, 223, 227, 247, 263, 279
Samoa
, 198, 206, 208, 211, 214–215, 217, 223
Sarva Shiksha Abhiyan (SSA) (2000)
, 38–39
Scheduled Caste
, 38–39
Scheduled Tribe
, 38
School
, 5–8, 10–15, 20, 23, 25–33, 39–41, 43–46, 48, 55–57, 59–60, 62, 65, 68–70, 76–89, 95–97, 99–100, 102, 104–105, 107, 115–116, 118–121, 123, 125–130, 133–134, 140, 152, 154, 169–182, 184, 190–197, 199–201, 206–208, 210–211, 214–216, 219, 223, 227–231, 233–235, 237, 239, 241, 248–249, 251–254, 257, 265, 269, 272–273, 275–277, 281–285, 293–298
culture
, 97, 100, 107, 177, 190, 191, 277
school infrastructure
, 43–44
school practices
, 12, 26, 80, 128, 174–175
Self-efficacy
, 106, 171, 174, 227, 239–241, 258–259
Shared responsibility
, 12, 32–33, 87, 169, 176, 180–182
Special educators
, 24, 32–33, 249
Special schools (role of)
, 7, 12, 59, 69, 102, 103, 168, 176–177, 183, 206, 216, 276
State Council of Protection of Child Rights
, 46, 48
Strategies
, 10, 24, 27, 57, 65, 81–83, 94–96, 98–99, 102, 104, 106–107, 117, 123, 127, 135, 137, 139, 141–144, 152, 175, 179, 214, 219–220, 222, 228, 231–232, 234–235, 237–241, 253, 255, 257–258, 265–266, 296, 298
Students
, 4–9, 11, 13–15, 19–34, 43, 76–89, 94–106, 115–117, 119–120, 126–127, 129, 133–155, 169–170, 172–179, 190–193, 195, 200–201, 214, 216, 227–242, 248–259, 268, 273–275, 279–298
achievement
, 88–89, 139, 178, 230
attendance
, 43
best interests
, 19, 30
interests
, 136, 138
participation
, 152, 158, 177, 229
well-being
, 27, 32
Survey
, 24, 96, 99–101, 103, 198, 216, 222, 255–256
Teachers
, 7, 11, 14, 19–34, 37–43, 45–48, 79–86, 93–107, 117–120, 133–136, 138–149, 151–155, 170–172, 174–175, 181, 190–192, 194–195, 199–201, 206, 208, 212, 214–216, 219, 227–235, 238–241, 247–259, 263–269, 271–277, 282, 294, 297
attendance
, 43
beliefs
, 27, 97–98
certification
, 13
inservice
, 216, 232
motivation
, 46
professional development
, 259, 274
supports
, 33, 144, 145
Teacher education
, 12, 45, 47, 65, 78, 94–95, 101, 103–106, 169, 171, 180–181, 184, 208, 215, 249, 256, 263–264, 266, 269, 272, 274, 276–277
initial teacher education
, 94–95, 104–106, 264–267, 272, 274
pre-service teacher preparation
, 103, 254, 258
Teaching practices
, 27, 48, 76, 133–137, 139, 141, 143, 145, 147, 149, 151, 153, 254
Testing
, 47, 165–166, 180, 184
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
, 4–5, 9, 21, 34, 38–39, 54, 57, 69, 76, 116, 166–167, 177–179, 196, 207–208, 210
Universal design for learning
, 105, 125, 133, 135, 173, 255
- Measuring Inclusive Education
- International Perspectives on Inclusive Education
- Measuring Inclusive Education
- Copyright Page
- List of Contributors
- Series Introduction
- Introduction to Volume 3
- Conceptualising and Measuring Inclusive Education
- Ethical Challenges and Dilemmas in Measuring Inclusive Education
- What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context
- Data Collection to Inform International Policy Issues on Inclusive Education
- Resourcing Inclusive Education
- Measuring Effective Teacher Preparation for Inclusion
- Leading Inclusive Education: Measuring ‘Effective’ Leadership for Inclusive Education through a Bourdieuian Lens
- Identifying Effective Teaching Practices in Inclusive Classrooms
- Measuring Indicators of Inclusive Education: A Systematic Review of the Literature
- Learning about Inclusion from Developing Countries: Using the Index for Inclusion
- Using Networking to Measure the Promotion of Inclusive Education in Developing Countries: The Case of the Pacific Region
- School and Classroom Indicators of Inclusive Education
- Assessing Teacher Competencies for Inclusive Settings: Comparative Pre-Service Teacher Preparation Programs
- Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers
- Using Graduation Rates of Students with Disabilities as an Indicator of Successful Inclusive Education
- About the Authors
- Index