Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School - A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the school’s responsibility for the(re)production of inequalities,exclusion,and unequal social relations,is riddled with obstacles,unpredictable situations,and strong emotions.In particular,the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students.The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents.The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure.Be that as it may,the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context,stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

Literature Review:Inclusive Education in Early Childhood

This literature review provides an overview of existing research and compares,and contrasts aims and definitions of Inclusive Education(IE)policies in China and Australia.It begins with the development of IE in each country;then it describes definition and concept of IE.The last section summarizes research in early childhood education in both countries.

Research of Problems of Left-behind Children in the View of Inclusive Education

Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.

Metamorphoses of the University and the Pathways of Indigenous Students in Quebec:Issues of Accessibility to Studies and Academic Persistence from a Perspective of the Decolonization of Education-A Secondary Publication

In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.

Strategic Use of Technology for Inclusive Education in Hong Kong:A Content-Level Perspective

Purpose:A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong.At the same time,few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education.This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds.Design/Approach/Methods:This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’learning Chinese language and mathematics.One hundred and twenty-one secondary school students participated in the study.Each student was randomly assigned to a condition,in a 2(ethnicity:Chinese vs.ethnic minority)2(content:content-specific first vs.content-neutral first)design.Findings:The study found that(a)for Chinese language lessons,ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities,respectively;whereas the Chinese students’preferences were the opposite and(b)for mathematics lessons,both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities,respectively.Originality/Value:The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.

RETHINKING INCLUSION： IS THERE A RIGHT TO INCLUSIVE EDUCATION？

By combining theories of education, human rights law, and political philosophy, the author provides lenses to understanding inclusive education, thereby establishing consensus on the new, cognitive grounds over the description of a better inclusive education system for all children. The investigation is guided by two research questions. The first question concerns what description we should hold for a better education system inclusive of disabled children. The second addresses how to arrive at a consensus over that better system among stakeholders and within the whole society. To answer these questions, the investigation is conducted through both transcendental and comparative routes. Firstly, to contextualize this research, a brief review of theoretical disagreements on inclusive education is provided, and a case study of China＇s struggles towards inclusion is presented. The theoretical review and the case study provide concrete information for later assessment and comparison between reality and the ideal plan. Meanwhile, the author discusses ways to go beyond binary thoughts and disorganized practice. To achieve the goal, transcendental thought experiments are employed to generate new grounds for a more comprehensive, inclusive project; the idea of a right to inclusive education is elaborated.

Thinking,a Diverse and Inclusive Process:An Epistemological Look

Inclusive education is the transformation of the system,it highlights difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton L,(2013).Today,educational inclusion is carries out and attends to the educational needs of students individually,where the actors of the educational process contribute to learning while respecting the differences and diversity of each individual,by fulfilling the transforming and integrating role that improves skills and breaks with barriers to learning.Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders - A Secondary Publication

This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec.The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders,students,and parents.More specifically,the paper focuses on the commitment to promoting cultural equity,which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them.The results identify five areas of vulnerability among certain minoritized groups of students:the transition from welcoming to regular classes for those students learning French,evaluation and support for those experiencing learning or behavioral difficulties,the referral of these students to adult education programs or work-oriented training programs,their participation in extracurricular activities,and their access to special school projects.Nonetheless,some schools do report the introduction of many equity practices in response to the exclusionary ones.However,these initiatives are mostly occasional and voluntary and pertain to interactions between individuals.These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

The Barrier of the Child and Parent Expected Models for Entering the School System-A Secondary Publication

The recognition of the positive value of student diversity and their right to full participation are key aspects of inclusion as a means of managing heterogeneity of the school population from an equality perspective.As the school cannot welcome the diversity of children without including their families,the same logic needs to apply to the relationship between the school and parents,particularly in the current environment where the school-family partnership appears as a privileged institutional leverage in the fight against inequalities at school.Based on an ethnographical study exploring how the relationship between the school and the families builds up in a Swiss school located in a context of strong cultural diversity,this paper interrogates how the school norm can be the main limitation to the inclusion of students and parents who are unfamiliar with the school.Derived from field observations and interviews,our results show how the teachers tend to approach their relationship with new students and their parents from the standpoint of narrowly defined expected models,leading them to engage in a vain attempt to conform the students and parents when they deviate from these models.The possibility of entering the school system for students and parents unfamiliar with school is hindered by the exclusive and excluding normativity on which the models of the child and the parent expected by the teachers are grounded.Based on these observations,we discuss how an inclusive approach seems to us to require in the first place a necessary process of decentering from the school and teachers,as a condition for recognition of the actual child and parent.

Ableism and (Neo)Racism in School Placement Processes in Quebec: School Personnel Interpretations of Immigrant Student Difficulties - A Secondary Publication

The school placement processes of students from immigrant backgrounds considered to be in“difficulty”is an international concern at the intersection of works relating to special education and those concerning the school experiences of students from immigrant backgrounds or racialized groups.The research problem of this article concerns the identification of these students as disabled or as having adjustment or learning difficulties.From a perspective anchored in Disability Critical Race Studies,this ethnographic study documents different interpretations of perceived difficulties made by school actors with regard to seven primary school students from immigrant backgrounds.Five interpretation types are presented:(1)medicalization by dismissal of cultural markers,(2)medicalization by professional constraint,(3)medicalization by cultural deficit,(4)precautionary wait,and(5)cultural differentialism.Our results help to shed light on the special education overrepresentation phenomenon regarding these students and to understand how ableism and(neo)racism contribute to it.

Relations Between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools - A Secondary Publication

In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends.A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50%of the pupils come from an immigrant background and come from 23 different countries;mostly from sub-Saharan African countries.This demographic reality,confirmed more than a decade later,represents a major structural change for Francophone schools.In Alberta,as in other Canadian provinces,inclusion is at the heart of discourse and educational practices.With a transformative aim,it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices.This article focuses on the settlement workers in schools responsible for bridging family,community,and school cultures.The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

Thinking:A Diverse and Inclusive Process An Epistemological Look

Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.

Thinking, a Diverse and Inclusive Process: An Epistemological Look

Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of the students with special needs in the regular educational centers has originated significant changes in the curriculum,infrastructure,and formation between the teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.

A GOOD EXAMPLE OF PARENT ADVOCACY FOR RIGHTS IN INCLUSIVE EDUCATION IN CHINA

While children with disabilities experience exclusion and segregation in education, parents＇ involvement has been very limited due to the lack of parent support in China. Negative attitudes toward disability in an environment deeply influenced by the individual model of disability thinking makes it crucial for parents to advocate for their children＇s rights in inclusive education through collaborative and organized efforts. This article examines barriers obstructing disabled children＇s rights in pursuing inclusive education, barriers parents face to advocate for their children, and the development of parent support. The author argues that equal and inclusive education for all has a broader social impact beyond disability rights to eliminate barriers and pursue dignity for all. In doing so, the author reveals existing structural inequalities facing inclusive education, encourages the momentum for future changes, and utilizes a good example of parent advocacy for a deeper and meaningful policy advancement to overcome discrimination on the basis of disability that causes segregation and exclusion in education. Recommendations include strategies for the construction of a support network for parents to play their important roles in advancing the rights of their disabled children in inclusive education.

Overview of Attention Deficit Hyperactivity Disorder

This paper aims to provide an effective overview of ADHD(Attention Deficit Hyperactivity Disorder),so that educators and other individuals who may be involved in the treatment of ADHD patients,especially young patients,can effectively obtain basic information about what is ADHD,the causes of ADHD,and the popular treatment methods of ADHD.Various literature and studies were referred to in this paper to review and compare different causes and treatments.Researches held distinct opinions about the causes of ADHD,and the debate focuses on the nature and nurture factors of ADHD.Some studies believe ADHD is inborn and genetic while other studies emphasize the importance of nurture factors during their life,such as the environment that patients grow up in and the lifestyle they have.Depending on distinct arguments,there developed different treatments like using medication to prevent the situation from deteriorating further and changing the environments that patients living in through taking interventions with the family.These arguments and treatments will be discussed in detail in this paper.

(In)visibilities About the Vulnerabilities of People with Visual Impairments to Disasters and Climate Change:A Case Study in Cuiabaá,Brazil

People with visual impairments(PwVI)represent a heterogeneous social group who often experience significant disabling barriers in exercising their rights throughout their life course.Understanding dimensions of vulnerability of PwVI to disasters and climate change is an important issue to reduce the culture of neglected disasters.To date,few studies have analyzed visual impairment and disaster risk reduction(DRR)in the countries of Latin America and the Caribbean.This exploratory qualitative research project analyzed how to include PwVI in the DRR policies of Brazil.The research question is:how can we include PwVI in the discussion of DRR and climate change?The response to this question is part of a joint effort that involved a university,a hazard monitoring agency,and three institutions that work with PwVI.The three main results of the project are:(1)a mapping method to identify the exposure of PwVI to landslides and floods,and to create tactile risk maps tailored to them;(2)incorporating the voices of PwVI regarding their vulnerabilities and capacities with respect to disasters and climate change,achieved through shared interaction during 15 face to face interviews and one workshop attended by 100 people;and(3)an initiative of inclusive education to reduce some of the disabling barriers that intensify vulnerability.