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Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
Equity and inclusion in education refers to the principle or policy that provides equal access for all learners to curriculum and programming within an educational setting. Some school boards have policies that include the terms inclusion and diversity. [1] Equity is a term sometimes confused with equality. [2]
Educational equity, also known as equity in education, is a measure of equity in education. [1] Educational equity depends on two main factors. The first is distributive justice, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success.
In Latin America as a whole, the most traditional programmes – mainly built around the concepts of equity and quality – exist side by side with those reflecting renewed sensibilities and approaches, through such themes as Education for Sustainable Development (ESD), comprehensive citizenship education, intercultural bilingual education and ICTs, and academic inclusion.
VOCEDplus is a free international research database about tertiary education, maintained and developed by staff at the c (NCVER) in Adelaide, South Australia.The focus of the database content is the relation of post-compulsory education and training to workforce needs, skills development, and social inclusion.
The success of Ceibal is not only due to technological innovations, but also to achievements such as the creation of a training plan for teachers in primary education, the active inclusion of the society and teachers in the project and the successful design and implementation of a monitoring and evaluation model to measure the impact nationally ...
Thomas S. Popkewitz (born August 16, 1940) is a professor in the department of curriculum and instruction, University of Wisconsin–Madison School of Education, US.His studies explore historically and contemporary education as practices of making different kinds of people (e.g., the citizen, the learner, the child left behind) that distribute differences (e.g., the achievement gap).
The journal also aims to publish research that employs participant samples representative of the intended population and engaged in authentic teaching or learning contexts, through either formal or informal settings. The journal highly encourages empirical research that exemplifies values of diversity, equity, and inclusion within education.