How inclusion became exclusion: policy, teachers and inclusive education

Indonesian teachers' epistemological beliefs and inclusive education.

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding...

Overcoming Exclusion through Inclusive Approaches in Education

Poverty, Inclusion and Inclusive Education: exploring the connections

The world has changed a lot since the term inclusion was first used in relation to education, especially special education. Inclusion and education cannot be part of a conversation without due consideration of issues related to poverty and the international mechanisms which have been touted to eradicate poverty from the planet. Poverty is inextricably linked to many of the world’s social ills w...

Inclusion-exclusion meets exclusion

When evaluating the inclusion-exclusion expansion N0 −N(1) −N(2) − · · ·+N(1, 2) +N(1, 3) + · · · many of the terms N(· · ·) may turn out to be zero, and hence should be discarded beforehand. Often this can be done.

Attitudes towards both Students with Special Needs and Inclusive Education among Regular and Special Education Teachers: The Differences and Causes

Given that attitudes play an important role in teaching and learning, it is of the utmost importance to look into teachers’ attitude towards students, especially those with special needs, and detect any differences between regular and special education teachers. To this end, a sample of 107 special education teachers’ attitude towards such students was compared to that of the same number of reg...