Equal Access To Education Research Articles

Qualitative Analysis: Effective Practices in Inclusive and Special Needs Education in China

The sphere of inclusive and special needs education has garnered significant attention in contemporary educational discourse. China, as an influential global actor, provides a pertinent case study due to its socio-cultural dynamics and rapid educational reforms. This qualitative analysis seeks to elucidate effective practices prevalent in China's special needs education system and examine their implications for further academic and policy-oriented discussions. A qualitative study method was chosen and in-depth interviews were used to obtain in-depth information. The study sample consisted of 4 teachers,3 students,1 parent and 1 school manager in China using purposive sampling technique. Data analysis was analyzed inductively and successively coded to generate emerging themes. The results of the study shows that special needs children enjoy equal educational access in China, however, there is a lack of systematic and comprehensive support at school level resulting in limited compensatory equity and differential equity. Also, the results of the study show that teachers’ professional ethics and professional level are the keys for implementing relevant policies and ideas and promoting the educational equity of children in regular classes.

School zoning and equal education access in Indonesia

The implementation of the school zoning policy in the student admission system of the lower secondary schools since 2017 aims to promote equal educational access for all pupils in Indonesia. The new policy has been constantly under scrutiny, confusing the grounds, particularly for parents whose kids failed to get admitted. Based on a qualitative study in the typical Indonesian regency of Temanggung, Central Java, the article underscores that the geographical based of school zoning system might have never assured equal education access for all pupils as the available seats in all state-owned public schools combined do not meet the number of prospectus students in the regency per annum. Moreover, there are some different understandings among government officials, particularly regent educational officers, schools’ principals, and teachers, regarding the primary goals of the policy as well as attention to its long-term unintended impacts. Under this zoned student admission system, some traditionally reputable and favorite state-owned public schools have to admit students with diverse academic motivation and performance, including the lower one, which eventually leads them to struggle to maintain academic quality and reputation.

IMAJU LI DJECA KOJA ŽIVE U UVJETIMA SIROMAŠTVA JEDNAK PRISTUP OBRAZOVANJU?

DO CHILDREN WHO LIVE IN POVERTY HAVE EQUAL ACCESS TO EDUCATION? ABSTRACT Growing up in poverty bears numerous risks for children which may have different consequences on their growth and development and affect their adult age. Education is one of key parameters of breaking the cycle of poverty, but educational and social policies still do not recognise to a sufficient extent the importance of investing in targeted measures and services which are directed towards overcoming the barriers these children are faced with. Although according to the Constitution of the Republic of Croatia education should be free and accessible to all, different research and status review of the accessibility of services and other aspects related to educational processes clearly indicate numerous aspects which require substantial material resources. In that sense children who live in poverty are extremely disadvantaged which puts them in an unequal position in comparison with their peers in the education system. The paper presents some obstacles that the children who live in poverty are faced with which additionally contribute to social differences in the education system. Introduction of accessible and universal services and measures into the system of education would contribute to a fairer position of the children of lower socio-economic status and enable their equal participation with other children. Key words: child poverty; right to education; educational inequalities; barriers to education

Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School

Educators on the U.S.–Mexico border work with students’ intricate lived experiences while striving to provide them with an equitable education. For Latinx immigrant students, school discipline is a significant component of the broader educational experience. Nonconformity to US schooling norms and policies may lead to students being sent to alternative schools. In this paper, we explore how educators in an alternative school in Texas on the U.S.–Mexico border enacted advocacy for students. Our research questions ask (1) what relationships or traits facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? and (2) what policies and structures facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? Research for this paper comes from an embedded case study, focusing on one principal and six other educators in one K-12 borderland alternative school in Texas. Culturally responsive school leadership (CRSL) practice frames the work conceptually. Study results reveal the principal and her staff experienced challenges but worked within the realities of the border, utilized critical discretion and courage in response to policy, and strengthened family and community relationships to reduce social and educational barriers for transnational students and families. The study demonstrates that increased professional responsibility among all organizational members is key for the safety, well-being, and inclusion of all students. Schools must develop individual capacity to participate in leadership processes to confront the numerous challenges that limit immigrant students’ equal educational access.

Загрози реалізації державної політики протидії обмеженню рівного доступу до освіти в Україні

Загрози реалізації державної політики протидії обмеженню рівного доступу до освіти в Україні

English writing instruction in Iran: Implications for second language writing curriculum and pedagogy

This paper reports on English writing instruction and the main factors shaping the dynamics of English writing at different levels of education in Iran. The data gathered from teachers and students using semi-structured interviews and class observations revealed, despite students’ need to develop competency in English writing, unsatisfactory writing skills, mainly because of the inadequacy of the English writing curriculum and pedagogy. The findings further indicated that English language education in general and writing skills in particular have fallen prey to the conflict between the post-revolutionary ideological sentiments behind the design and implementation of the English language curriculum and pragmatic forces that allure individuals to subscribe to the new multi-literate and multi-cultural world, which has come to embrace equal educational access and opportunities for its citizens. Exploring the dynamics of English writing in this under-represented context could offer insights for the similar EFL contexts where the role of writing as a means of enriching the personal and future professional life of new generation of students and language learners has yet to be recognized.

Constitutional protections in an era of increased migration: evidence from 193 countries

This article examines how 193 constitutions address foreign citizens' and stateless persons' rights. As of May 2014, 24% of constitutions protected foreign citizens from discrimination; 17% guaranteed equal educational access, 15% granted equal employment and health rights and 12% guaranteed all of the civil rights we examined to foreign citizens. Stateless persons' rights were less commonly protected. Guarantees of non-citizens' rights peaked among constitutions adopted during the 1990s. Constitutional protections of non-citizens were most common in Europe and Central Asia and absent in South Asia and the Middle East and North Africa. Several constitutions also restricted or denied non-citizens’ rights.

How should we teach diverse students?: Critical race approach to explore diversity issues in the US K-12 schools

Given the increasing trend of student diversity, assuring equitable educational access and environments have become an impending issue in the US K-12 schools. As race has been a huge determinant of the equal educational access for long time, this paper explores how the race influences the educational equity in the school building. The paper also addresses the issue of teacher quality; how would it be possible to educate teachers that know how to teach racially, linguistically and socioeconomically diverse student populations.

Essay on Women Empowerment

Essay on Women Empowerment

Students with Disabilities: Doing What's Right

Providing equal educational access to students with disabilities is both a legal and a moral obligation. It is also an important component of the educational experience of all students. The authors offer suggestions for creating inclusive, accessible campus environments.

Towards Promoting Biliteracy and Academic Achievement: Educational Programs for High School Latino English Language Learners

The Latino student presently faces many obstacles to achieve educational equity and excellence at the high school level. This article examines academic programming for Latino middle and high school English language learners (ELLs) and provides recommendations for addressing programming that promotes biliteracy policy and programming as a valued outcome for academic and life success. One of the largest high school districts in California was selected to evaluate middle and high school programs for Latino ELLs. Eight quality indicators were used to assess the services to Latino ELLs. The study was guided by two research questions focusing on services to Latino ELLs to support and develop biliteracy development and competence. The findings revealed that while the school district has the capacity and personnel to provide pedagogically sound programs to Latino ELLs, the district is lacking the consistency and academic rigor needed to provide equal educational access. The results suggest the need for a language policy that is supportive of additive language programs that have multiliteracy as an educational standard.

Chapter 1: From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education

A s part of his 1978 opinion in the Bakke v. Regents of the University of California lXcase, Justice Blackmun's quotation speaks to the persistence of of the color line that W. E. B. DuBois identified in 1903. In a letter to Judge Friedman of the U.S. 6th District Court in Detroit, Michigan, the African American high school student's remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan's race-conscious admission policy, challenged at the undergraduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the color-line problem that undergirds affirmative action debates in higher education. Indeed, U.S. schools continue to limit equal educational access and opportunity based on race (Kozol, 1991; Lewis, 2003). Students of color remain severely underrepresented in historically White colleges and universities, and the few granted access to these institutions often suffer racial discrimination on and around campus (Lawrence & Matsuda, 1997; Smith, Altbach, & Lomotey, 2002; Solorzano, Ceja, & Yosso, 2000). Insidiously usurping civil rights language and ignoring the historical and contemporary realities of communities of color, opponents of affirmative

Universal Design for Instruction

Postsecondary education has experienced rapid change in its student population. College students with learning disabilities (LD) represent a growing presence on college campuses across the country. Traditional means of meeting the learning needs of college students with LD through retrofitted changes and accommodations to classroom instruction have proven limited. Universal Design for Instruction (UDI) offers a new paradigm for approaching equal educational access. This article will describe UDI and discuss its implications for enhancing learning for students with learning disabilities and other diverse learners.

Black Education at Oberlin College: A Controversial Commitment

Resolved: That the education of the people of color is a matter of great interest and should be encouraged and sustained in this institution. So read the resolution of the board of trustees at Oberlin Collegiate Institute in spring of 1835. The small college, founded just two years earlier, did not spring into existence with black education as its chief aim. Yet, the reform spirit of its founders and their willingness to experiment with the unconventional principles of equal access to education across lines of class and sex predisposed the institution toward a most radical step, the racial integration of higher education.1 Its departure from educational tradition marked Oberlin, in the minds of most, as an impractical, visionary institution with dangerous inclinations. Early students and faculty brought an abolitionist zeal which shaped Oberlin's stand on interracial education. This commitment to equal educational access for blacks and women provided for the school a unique heritage and formed the basis of the Oberlin tradition. During the school's first generation this tradition was potentially radical, but by the late nineteenth century it became substantially more moderate. It was this moderate commitment to liberal reform which came to characterize the subsequent Oberlin tradition. This involved a commitment to desegre-