Inclusive Philosophy Research Articles

Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews

The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas. Six themes emerged as salient during the analysis: we include all kids, special needs drives it, time/scheduling conflicts, IEP/IPP/statement drives it, it’s up to the parents, and service availability. The results suggested that access to language programs and services is limited for children with DD, even though participants at all sites reported adherence to a philosophy of inclusion. A priority on special education services over language services was identified, as well as barriers to providing children with DD access to programs and services to support bilingual development. Some of these barriers included time and scheduling conflicts and limited service availability. Additionally, the role of parents in decision making was affirmed, although, in contrast to special education services, decision-making about participation or exemption from language programs was typically left up to the parents. Overall, the results suggest a need for greater attention to providing supports for both first (L1) and L2 language development for bilingual children with DD and greater access to available language programs.

The Difference that Being a Minority Territory Makes—A Comparison of the Regulation of Immigrant Citizenship in Catalonia, Andalusia, and Madrid

Contributing to the debate on immigrant incorporation in subnational minority territories, this chapter looks at how Catalonia’s status as a minority territory results in a specific model of immigrant citizenship. It draws on a comparison between the autonomous communities of Catalonia, Andalusia, and Madrid with the latter two territories representing the influence of the left-right axis. An analysis of five elements of citizenship regulation reveals that Catalonia’s status as a minority territory has an influence on an inclusive citizenship philosophy and generous attitude towards granting political rights, while in the other areas (incorporation of cultural difference, newcomer integration and healthcare) the Catalan policies are less inclusive than those in Andalusia, the territory governed by the left. While there is no conclusive evidence that being a minority territory makes Catalan policies more inclusive, the density of the Catalan regulation of citizenship is the most striking finding emerging from the comparison.

Inclusion for People with Developmental Disabilities: Measuring an Elusive Construct.

The philosophy of inclusion for people with intellectual and developmental disabilities (IDD) has evolved over the last 50 years. Over time, inclusion research has shifted from a focus on deinstitutionalization to understanding the extent to which individuals with IDD are meaningfully involved in the community and social relationships. Yet, there has been no agreed on way to measure inclusion. Many different measurement and data collection techniques have been used in the literature. This study proposes a brief measure of inclusion that can be used with family members and on survey instruments.

Mogućnosti primene instrumenata upitničkog tipa namenjenih samoproceni kapaciteta za samozastupanje osoba sa intelektualnim teškoćama

U poslednjih desetak godina, u skladu sa filozofijom inkluzije, sve veća pažnja posvećuje se mogućnosti upitničke samoprocene osobama sa intelektualnim teškoćama u pogledu različitih psiholoških konstrukata. Međutim, podaci su različiti, od onih koji ukazuju na nemogućnost dobijanja pouzdanih i validnih odgovora na upitnicima, do onih koji pokazuju da upitnici namenjeni samoproceni OSIT mogu imati adekvatnu pouzdanost i validnost. Osnovni cilj ovog istraživanja ticao se ispitivanja mogućnosti dobijanja pouzdanih i validnih podataka na osnovu samoprocene osoba sa intelektualnim teškoćama na setu različitih instrumenata namenjenih ispitivanju kapaciteta za samozastupanje. U tom smislu, na uzorak od 35 osoba sa intelektualnim teškoćama različitog pola, starosti, tipa i stepena teškoća, primenjen je set od 6 instrumenata namenjenih samoproceni: samopoštovanja, samoodlučivanja, vršenja izbora, rešavanja problema, poznavanja prava i samoodređenja. Podaci su obrađeni analizom glavnih komponenti, kao i programom RTT10G za utvrđivanje metrijskih karakteristika instrumenata. Rezultati pokazuju da, uprkos blagom narušavanju pri drugom merenju, instrumenti poseduju adekvatne metrijske karakteristike (reprezentativnost, homogenost i pouzdanost), te da se radi o jednodimenzionalnim instrumentima. Stoga, može se reći da postoji mogućnost pouzdane i validne upitničke samoprocene različitih dimenzija samoodređenja i samozastupanja kod osoba sa intelektualnim teškoćama.

Interdisziplinäre Frühförderung und Frühpädagogik. Reflexionen über eine „Schnittstelle“

Since August 2013 children of the age of one year have the legal right to attend a crèche. Parents of a young child with developmental problems increasingly use this possibility. Before going to a crèche, specialists of Early Intervention Centers often accompanied those children – classified as “disabled” or “at risk” – and their families. Most of these institutions were professionally not prepared to support children with disabilities and other developmental problems. In those cases, cooperation with an Early Intervention Center is necessary. Is there a conception existing in those centers how to work simultaneously in two locations – home and crèche? During the last decade, about 100 studies of educational theory of early childhood were established. How do they deal with this situation? This interface in the perspective of the two fields of work is the topic of this article. On the one hand, the philosophy of inclusion is a common starting point and the cooperation actually takes place in many institutions. On the other hand, the legal necessity to classify the child as disabled or at risk as a labelling act seems to be contradictory to the principle of “diversity” in early education. Obviously, this interface between the two fields of work needs to be thoroughly discussed in a way that the special needs of a child and the inclusion of the family are sufficiently respected in view of human rights.

Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi

Persons with disabilities and their families still live with stigma and a high degree of social exclusion especially in rural areas, which are often poorly resourced and serviced. Community-based workers in health and social development are in an ideal position to assist in providing critical support for some of those most at risk of neglect in these areas. This article analyses the work of community disability workers (CDWs) in three southern African countries to demonstrate the competencies that these workers acquired to make a contribution to social justice for persons with disabilities and their families. It points to some gaps and then argues that these competencies should be consolidated and strengthened in curricula, training and policy. The article explores local experiences and practices of CDWs so as to understand and demonstrate their professional competencies and capacity to deliver disability-inclusive services in rural areas, ways that make all information, activities and programs offered accessible and available to persons with disabilities. A qualitative interpretive approach was adopted, informed by a life history approach. Purposive sampling was used to select 16 CDWs who had at least 5 years experience of disability-related work in a rural area. In-depth interviews with CDWs were conducted by postgraduate students in Disability Studies. An inductive and interpretative phenomenological approach was used to analyse data. Three main themes with sub-categories emerged demonstrating the competencies of CDWs. First, integrated management of health conditions and impairments within a family focus comprised 'focus on the functional abilities' and 'communication, information gathering and sharing'. Second, negotiating for disability-inclusive community development included four sub-categories, namely 'mobilising families and community leaders', 'finding local solutions with local resources', 'negotiating retention and transitions through the education system' and 'promoting participation in economic activities'. Third, coordinated and efficient intersectoral management systems involved 'gaining community and professional recognition' and the ability to coordinate efforts ('it's not a one-man show'). The CDWs spoke of their commitment to fighting the inequities and social injustices that persons with disabilities experienced. They facilitate change and manage the multiple transitions experienced by the families at different stages of the disabled person's development. Disability-inclusive development embraces a philosophy of social inclusion and a set of values that seeks to protect the human dignity and rights of persons with disabilities. It requires a workforce equipped with skills to work intersectorally and in a cross-disciplinary manner in order to operationalise the community-based rehabilitation guidelines that are designed to promote delivery of services in remote and rural areas. CDWs potentially have a unique set of competencies that enables them to facilitate disability-inclusive community development in rural areas. The themes reveal how the CDWs contribute to building relationships that restore the humanity and dignity of persons with disabilities in their family and community. These competencies draw from different disciplines which necessitates recognition of the CDWs as a cross-disciplinary profession.

The integration in educational system of children with disability - a philosophy and a legal obligation

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

How Inclusive Is European Philosophy of Science?

The main question of this article is given by its title: how inclusive is European philosophy of science? Phrased in this way, the question presupposes that, as a mature discipline, philosophy of science should provide an inclusive account of its subject area. I first provide an explanation of the notion of an inclusive (in contrast to a restricted) philosophy of science. This notion of an inclusive philosophy of science is specified by discussing three general topics that seem to be missing from, or are quite marginal in, restricted philosophy of science. These topics are the philosophy of historical inquiry, the role of technology in science, and the socio-political and moral dimensions of science. On this basis, I address the question whether European philosophy of science qualifies as more inclusive as compared with Anglo-American philosophy of science.

Developing a dual diagnosis service in Cork, Ireland by way of participatory action research (PAR)

Purpose– Developing a dual diagnosis service in Cork, Ireland by way of participatory action research (PAR) background: internationally there is a growing consensus regarding the ideal of integrated treatment. In Ireland, recommendations identified the need for multi-disciplinary team integration and client participation being central to service development. Such recommendations collectively fit most appropriately with PAR, the methodological and theoretical framework best suited to achieve the objectives of the inquiry. PAR's inclusive philosophy creates processes of negotiation, self-reflexivity and exploration of power issues with the lived experience of communities. Key elements of this approach facilitate the development of emancipatory and participatory democracy whilst highlighting identified social issues through research, learning and action. The paper aims to discuss these issues.Design/methodology/approach– Cyclical processes of planning, action, observation and reflection in cycle one have facilitated the introduction of PAR's methodological framework into the existing public health (Health Service Executive) system of primary care addiction and mental health services. Developing stakeholder relationships in decision making processes has been pivotal in cycle 1 as the process of collective engagement evolves. Stakeholders begin to experience their collective participation in the methods adopted and a collective sense of ownership and commitment to the iterative process begins to take shape. Stakeholders in cycle 1 have participated in multiple data generation methods including: informal interviews, planned discussion and focus groups, multidisciplinary team meetings, testimonials, observations and reflections.Findings– Cycle 1 of this PAR inquiry has engaged stakeholders (service users and their families, practitioners including; academic/practitioners, a consultant psychiatrist, psychologist, mental health nurses, an occupational therapist, psychotherapists, an acupuncturist, an addiction counsellor, an art therapist) in an integrated process of inquiry. PAR methods adopted in this cycle have facilitated particular dual diagnosis service developments and emerging initiatives (previously unidentified). Actions collaboratively planned for and illustrated in this paper include: the implementation of a psychotherapy group and implementing direct access to an acupuncture clinic.Originality/value– Stakeholders collaboratively experience PAR's methodological and theoretical approach which has facilitated service developments in cycle 1 of the inquiry. This sets the stage for the completion of actions already in motion and for further initiatives to continue to evolve as cycle 2 processes emerge.

High School Diversity Policy: Social Identity Making in a Suburban New York City High School

Diversity policy has held that as globalization increases and the connections between social mores and ethnicity adapt organizational cultures, it is incumbent to develop a philosophy of inclusion. This paper argues that with the enforcement of diversity policy within organizations, people will under duress and the watchful eye of legal compliance and other human resource watchdogs frame their behavior appropriately whether they agree or not. However, in leisure time or unsupervised moments, people will draw into sub- groups based on people most like themselves ratifying the Aristotelian view that people like to be with people most like themselves . Using the case of a suburban New York City high school, this study shows how it is difficult for leaders to legislate human behavior in the workplace, school, public sphere, or other venue where unsupervised behavior takes place. Social schisms and divisions persist. However, the paper also demonstrates how through a long- term commitment to diversity teaching and modeling, students will assimilate a more eclectic worldview that engages positive cosmopolitan encounters.

Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning

Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define the elusive concept of inclusive pedagogy have been largely unsuccessful. This qualitative study therefore seeks to highlight the state of current debates around the development of the notion of inclusive pedagogy, its definition, conception and operationalization. A detailed review of the current literature was conducted to synthesise a conceptual framework. Interviews were conducted with six purposefully selected inclusive practitioners in secondary schools in one education district of South Africa. An inductive analytical framework was used to analyse the data. The main findings of the study indicate that there is no universally accepted definition of inclusive pedagogy but that its meaning is contextually, philosophically and operationally determined. The study demonstrates that more research is required to redefine the notion of inclusive pedagogy. DOI: 10.5901/mjss.2014.v5n20p1259

Teacher Aides: The Fine Art of Balance.

Teacher aides have been part of New Zealand classrooms for many decades. Initially, they were employed to perform clerical and supervisory duties that required no professional training, such as typing, duplicating and playground supervision. Over the years, however, their role has changed significantly. They now play a pivotal role as a ‘people resource’ in supporting the New Zealand Ministry of Education’s philosophy of inclusion. The most effective teacher aides are working in positive inclusive contexts in which they are respected and valued, however, their role is full of inconsistencies and will likely to remain so until there are some systemic changes made in government policy. This paper argues that teacher aides can be a powerful resource; however their use must be carefully considered so that the fine art of balancing the social and academic needs of a student with special educational needs is sensitively planned, and where possible, underpinned by the professed needs of that student and their family. Teacher capability needs to be built so there is increased ownership for all students. “... nowhere is education an uncomplicated ‘good’;it produces both justice and injustice, equity and inequity and the issue is to understand why, when and how” (Walker, 2003, cited in Rutherford, 2009, p.90).

Community music therapy in schools: Realigning with the needs of contemporary students, staff and systems

Abstract The nature of schooling in first world western countries has changed significantly in the past decade. The philosophy of inclusion has been embraced internationally and has led to school communities comprising of staff and students who have considerably diverse backgrounds and abilities. Pedagogical emphases are therefore slowly shifting from teaching universalized curricula to developing universal designs that can take account of the individual needs of students. While the tradition of withdrawing students from class in order to participate in individualized therapy does not fit well in these contexts, music therapists have a lot to offer contemporary schools. The music therapy literature suggests innovative practices are occurring in mainstream and special school contexts, yet they continue to be framed by traditional theories. In contrast community music therapy (CoMT) provides a congruent theoretical framework for current practice, with an emphasis on equality, resource-orientation, collaboration and acknowledgment of the systems that shape music therapists’ work. These theories can be translated into practice principles for music therapists working in schools to assist in the transition away from a sole focus on the pathology of individuals and towards the flourishing of musical cultures within whole school systems. In this article we outline the various forces of change that we perceive to be influencing schools, how they intersect with both traditional and innovative practices of music therapists, and suggest key principles that have been helpful in our own school-based projects in the past decade. Drawing on five key features of CoMT we present a framework for contemporary music therapy practice in schools.

Percepção de professores face à educação de alunos com necessidades educativas especiais: um estudo no norte de Portugal

http://dx.doi.org/10.5902/1984686X9013Atualmente, não apenas professores e pais esperam das escolas uma postura inclusiva, mas toda a sociedade parece compreender e pleitear esta necessidade. Porém, quando falamos em inclusão estaremos todos a pensar na mesma coisa? Teremos a mesma perceção das necessidades que a implementação desta filosofia requer? Estas questões impulsionaram-nos à elaboração deste estudo que teve por base a aplicação de um questionário com os objetivos de perceber a forma como os professores vêm a educação de alunos com Necessidades Educativas Especiais (NEE), e de averiguar as perceções dos professores face à inclusão de alunos com NEE nas escolas regulares. Participaram neste estudo 249 professores do 1º Ciclo do Ensino Básico de 52 Agrupamentos de Escolas do Distrito de Braga, região Norte de Portugal. O questionário é composto por 25 itens, agrupados em três grupos fundamentais: (1) Atitudes; (2) Recursos; e (3) Colaboração. Os resultados obtidos demonstram existir diferenças significativas entre alguns itens dos diferentes grupos e as variáveis género, habilitações académicas e experiência profissional dos sujeitos. Os resultados indicam ainda que, embora os participantes reconheçam que é importante implementar a filosofia inclusiva no país, é necessário providenciar mais formação para todos os indivíduos envolvidos na educação de alunos com NEE, bem como ter-se acesso a um conjunto de recursos especializados que possam prover respostas educativas de qualidade para esses alunos. Palavras-Chave: Educação Especial; Inclusão; Educação Escolar Básica

Navigating the Two Worlds of Research

This short essay posits a navigational perspective regarding research philosophies, particularly arguing in favor of inclusive philosophies that avoid dividing research communities and scholars into two distinct camps. Thus, researchers are encouraged herein to navigate away from potentially divisive concepts such as “quantitative” and “qualitative” and navigate toward inclusive concepts that distinguish between research approaches without simultaneously fracturing research communities.

Challenges in Inclusive Mathematics Education: Representations by Professionals Who Teach Mathematics to Students with Disabilities

In the face of the lack of research that investigates the relations between Mathematics teachers and students with special educational needs, an investigation was launched with the aim of identifying the social representations that these professionals have regarding disability, in addition to learning about their knowledge, opinions and doubts on this theme. The research was carried out with the participation of 65 mathematics teachers and data collection resulted from replies given to three proposed situations in an interview. Collective subject discourse methodology was used, with social representation Theory employed as a theoretical-methodological reference. The results showed the presence of distinct representations concerning the theme, with attitudes that range from support and incentive for the inclusion of students with disabilities, with evidence of knowledge of the theme, to representations that revealed the manifestation of doubts, opinions and attitudes, with positions contrary to the philosophy of inclusion.

Referring to the Qualitative Dimension of Consciousness: Iconicity instead of Indexicality

This paper suggests that reference to phenomenal qualities is best understood as involving iconicity, that is, a passage from sign-vehicle to object that exploits a similarity between the two. This contrasts with a version of the ‘phenomenal concept strategy’ that takes indexicality to be central. However, since it is doubtful that phenomenal qualities are capable of causally interacting with anything, indexical reference seems inappropriate. While a theorist like David Papineau is independently coming to something akin to iconicity, I think some of the awkwardness that plagues his account would be remedied by transitioning to a more inclusive philosophy of signs.

The journey towards inclusive education in Bangladesh: Lessons learned

Several international declarations, signed over the last few decades, are helping to promote Education for All, by eliminating inequalities in both society and education systems. This article, a descriptive review of policy documents and reform initiatives, reports on ways the Government of Bangladesh has responded to these international declarations. The review focuses on issues that promote the inclusion of diverse learners in mainstream primary and secondary schools. The most recent policy in Bangladesh, the National Education Policy 2010, also attempted to address inclusive education. Two major reform initiatives endorsed inclusion: the Second Primary Education Development Program and the Teaching Quality Improvement project. To some extent, these projects brought the philosophy and implementation strategies of inclusion into the country’s existing education system. Other initiatives are promoting collaborations between state and private agencies. Lessons from these policies and initiatives should help other developing countries achieve the goals of Education for All through inclusive education.

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand.

Current state of inclusion of children with special needs in child care programmes in one Canadian province

Background: Access to quality child care is an important support for families with children with disabilities. The objectives of this study were to determine: (1) the current state of inclusion of children with special needs in child care programmes, and (2) the presence of child care staff practices and programme characteristics that support inclusion. Methods: Mail survey. Results: Centre based day care programmes (n = 318) and family day home agencies (n = 25) responded to the survey (47% response rate). Participants reported positive attitudes towards the philosophy of inclusion; however, 36% of the centre-based programmes and 29% of the family day home agencies that had been contacted by families of children with special needs did not accept them into care. A significant proportion of centre-based programmes (36%) and family day home agencies (40%) were unaware of how to access specialised support services for the children in their programmes. Many programmes (i.e. 54% of centre-based programmes and 96% of family day homes) reported they were not physically accessible. Conclusions: Child care providers require improved access to supports to increase their capacity to provide child care for children with special needs.