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Title: | Considering the role of curriculum integration towards inclusive education | Contributor(s): | Nikolaraizi, Magda (author); Mavropoulou, Sofia (author) | Publication Date: | 2005 | Handle Link: | https://hdl.handle.net/1959.11/16215 | Abstract: | The term "curriculum" entails the learning and social structures, practices, organization as well as what and how is taught within educational settings (Apple, 1996; Bourdieu & Passeron, 1977; Carr, 1993). The design and implementation of curriculum has been one of the most crucial topics in education because through its rules, practices and content it transmits societal values in terms of knowledge and culture (Armstrong, 1999). Curriculum is not static but it changes in order to keep up with the ongoing social development (Browder, Flowers, Ahlgrim-Delzell, Karvonen, Spooner & Algozzine, 2004; Otis-Wilborn, 1995). Along with the society's evolution, a major development that influenced curriculum and raised concerns regarding its role in education was the inclusive movement. Inclusion came as a response to the economical, political, social, cultural conditions and humanistic values that emerged in most western societies (Freire & César, 2003) and reflected the new societal perspectives regarding children with diverse needs and consequently children with special educational needs (Browder et al., 2004). An inclusive learning environment is the one that reflects the heterogeneity of our society (Bradley & Switlick, 1997), through the acceptance of all children regardless of their perceived physical, educational or psychological challenges, accommodates their needs and creates opportunities so that all children develop their full potentials in the school (Armstrong, 1999; Bradley & Switlick, 1997; Stainback & Stainback, 1990; Stainback, Stainback, & Jackson, 1992; Walter-Thomas, Korinek, McLaughlin & Williams, 2000). The realization of inclusive education has been a rather complicated and demanding process and despite the efforts of researchers as well as of policy makers around the world to support and promote inclusion (Van Kraayenoord, 2003), effective planning has not been accomplished yet (Kavale, 2002; Kavale & Forness, 2000). The issue of complexity derives from the assumption that inclusion does not simply concern a placement but a philosophy, the implementation of which requires dynamic educational changes and a reconsideration of the roles of professionals, learners, the curriculum, as well as instructional and financial resources (Peters, 2002; Lipsky & Gartner, 1999; Thomas, Walker & Webb, 1998; Ware, 1995). The aim of this paper is to analyze the role of the curriculum as well as that of the teachers as two critical factors in the realization of an effective inclusive programme ( Ainscow, 1999; Evans, 2004; Peters, 2002; Rose, 2000; Thomas et al. 1998; Van Kraayenoord, 2003). | Publication Type: | Conference Publication | Conference Details: | ISEC 2005: Inclusive and Supportive Education Congress/International Special Education Conference - Inclusion: Celebrating Diversity, Glasgow, Scotland, 1st - 4th August, 2005 | Source of Publication: | ISEC 2005 Conference Proceedings | Publisher: | University of Strathclyde | Place of Publication: | United Kingdom | Fields of Research (FoR) 2008: | 130312 Special Education and Disability | Socio-Economic Objective (SEO) 2008: | 939907 Special Needs Education | HERDC Category Description: | E2 Non-Refereed Scholarly Conference Publication | Publisher/associated links: | http://www.isec2005.org.uk/isec/abstracts/papers_n/nikolaraizi_m.shtml |
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Appears in Collections: | Conference Publication |
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