A comprehensive look at inclusion, this book provides success stories by administrators and teachers who have found that inclusion is the be st way to meet the least restrictive environment needs of their studen ts. Complete with checklists, in-service materials, and pre- and post- evaluation methods, this detailed guide will help you meet student nee ds in a way that complements the educational, fiscal, and legal outloo ks--as well as the attitudes--of your school division.
Young people are told that college is a place where they will “find themselves” by engaging with diversity and making friendships that will last a lifetime. This vision of an inclusive, diverse social experience is a fundamental part of the image colleges sell potential students. But what really happens when students arrive on campus and enter this new social world? The Cost of Inclusion delves into this rich moment to explore the ways students seek out a sense of belonging and the sacrifices they make to fit in. Blake R. Silver spent a year immersed in student life at a large public university. He trained with the Cardio Club, hung out with the Learning Community, and hosted service events with the Volunteer Collective. Through these day-to-day interactions, he witnessed how students sought belonging and built their social worlds on campus. Over time, Silver realized that these students only achieved inclusion at significant cost. To fit in among new peers, they clung to or were pushed into raced and gendered cultural assumptions about behavior, becoming “the cool guy,” “the nice girl,” “the funny one,” “the leader,” “the intellectual,” or “the mom of the group.” Instead of developing dynamic identities, they crafted and adhered to a cookie-cutter self, one that was rigid and two-dimensional. Silver found that these students were ill-prepared for the challenges of a diverse college campus, and that they had little guidance from their university on how to navigate the trials of social engagement or the pressures to conform. While colleges are focused on increasing the diversity of their enrolled student body, Silver’s findings show that they need to take a hard look at how they are failing to support inclusion once students arrive on campus.
*Cost analysis essentials--a professional reference and core text for ensuring the continuity, sustainability, and survival of programs. *Helps answer critical questions: is the program more cost-effective than alternatives, how to measure its economic as well as social/health outcomes, and is it worth funding? *Provides tools that can help organizations do more with less. *Useful to a broad audience of evaluators, program administrators, and policymakers.
The right to education for all children is enshrined in the Universal Declaration of Human Rights and more recently in the Millenium Development Goals. However in developing countries the proportion if disabled children attending school is estimated at between less than one per cent and five per cent. Now the U.N. Convention on the Rights of People with Disabilities, which came into force in May 2008, requires the development of an inclusive education system for all. Inclusion in education is a process of enabling all children to learn and participate within mainstream school systems, without segregation. This book shows how Commonwealth countries are attempting to undertake this transformative process, and provides examples of how inclusive education systems for all children have been established in pockets throughout the Commonwealth.
Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral benefits that allow all students to achieve their highest potential.
Inclusive Leisure: A Strengths-Based Approach With HKPropel Access provides a blend of theoretical and practical information, moving beyond leisure programming and service delivery to consider how inclusivity should be applied to administration, infrastructure design, community relations, and more.
Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
The European Union (EU) is a continuously evolving entity. Starting with six member states in the late 1950s, the EU currently encompasses fifteen states of Western Europe. It is expected to almost double in size in the near future, however, taking in a number of states located in Central and Eastern Europe, in addition to Cyprus and Malta. This dramatic increase has lead to an intensive debate on how the institutions of the EU should be adapted in order to cope with this growth. This book addresses the challenges that EU enlargement and institutional change imply for various policy fields, such as EU trade policy, agriculture and monetary policy in the framework of European economic and monetary union. It will be of interest to economists and political scientists seeking an up-to-date overview of institutional challenges facing the European Union
