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Since the mere acceptance of inclusion is likely to affect the teachers' commitment to its implementation, teachers' beliefs and attitudes are critical to ensure success. [25] Other factors that influence positive teacher attitudes toward inclusion are pre-service training (i.e., educational or general education courses). [29]
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 ...
Related theories on integration in the subsequent decades have been termed community integration, self-determination or empowerment theory, support and empowerment paradigms, community building, functional-competency, family support, often not independent living (supportive living), and in 2015, the principle of inclusion which also has roots ...
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]
In the United States, diversity, equity, and inclusion (DEI) are organizational frameworks that seek to promote the fair treatment and full participation of all people, particularly groups who have historically been underrepresented or subject to discrimination based on identity or disability. [1]
The management component of the compound idea of inclusive management signifies that inclusion is a managed, ongoing project rather than an attainable state. [3] The inclusion component means something different from the commonplace use of inclusion and exclusion to reference the socioeconomic diversity of the participants.
Inclusion advocates, who generally adhere to the social model of disability, allege that this approach is wrong and that those who have physical, sensory, intellectual, and/or developmental impairments have better outcomes if, instead, it is not assumed that they have a lower quality of life and they are not looked at as though they need to be ...
The average percent of the total possible scores along with the range from the highest to the lowest scores for the sample at each 3-month age intervals are presented. The data clearly indicate that typically developing children demonstrate most of the basic language and learning skills measured by the ABLLS-R by the time they are 4 to 5 years ...