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Recognising that inclusive education is critical to advancing All children's development, social inclusion and future productivity, this doctoral thesis seeks to engage the field of Thailand's early childhood inclusive education in a theoretical and practical conversation. Using Pierre Bourdieu's conceptual tools (Capital, Field and Habitus), the study explores and critically analyses the facilitators and barriers to early childhood inclusive education in terms of teachers and education policy maker's inclusive knowledge, beliefs, skills and practices in Bangkok, the capital city of Thailand. The conceptualisation from which this thesis is based, suggests that early childhood inclusive practice "exists in a social space given life through constant power struggles" (Eacott, 2010, p. 221). It is this contested space that defines the philosophy and practice of inclusive education, and arguably, teachers and policy makers' everyday practices. Using a mixed method design underpinned by Bourdieuian eclectic methodology and analysis, the study found that the early childhood teachers have limited knowledge and understanding of inclusive education and practice which they have attributed to: (1) a lack of effective training in inclusive education (2) inclusive education for young children is a new educational concept and agenda in Thailand. The study further identified that although the policy makers agreed that legislation and policy on inclusive education is adequate, this is not backed by effective implementation in real practice. Teachers reported that they felt significant stress and helplessness in their classrooms when planning teaching to meet the learning and developmental needs of children with disability and those with additional education needs. The teachers attributed these stressors to not knowing what to do with children with disability in their classes in addition to supports that were not forthcoming in their teaching of children with disability. Furthermore, the study uncovered that relational and cultural-religious beliefs of reincarnation and hierarchical relationships posed barriers to inclusive education in the early years classrooms in Thailand. This means, a number of children in the early childhood settings that claimed to be inclusive, are actually in search of inclusion.The major implications glean from this study highlight the need for quality professional education, training and retraining of stakeholders (teachers, policy makers, support personnel etc) in leveraging knowledge and practice in educating children with disability/additional education needs. The study underscores the need for policy monitoring, flexibility in curricula, funding and novel ways of theorising issues of exclusion and inclusion. To accomplish these, the study provides a model to inform the development of a culturally relevant inclusive education for all young children in Thailand.
This volume focuses on inquiry into inclusive education from the perspective of scholarly influences in the field of practice and research.
This fascinating text offers a compelling argument for the need to include insider perspectives of disability in teacher education programs, in order to enrich professional understandings and shed light on the reality of living with a disability. With contributions from a highly experienced team of authors from a wide range of educational settings, Bringing Insider Perspectives into Inclusive Teacher Learning includes case studies and research projects on how teacher educators gather, interpret and integrate insider perspectives into teacher education programs, along with practical strategies as to how educators can develop programs more sensitive to the experiences of ‘insiders’. Questions addressed include: How do teacher educator researchers gather insider perspectives? What are some of the barriers and challenges involved? What critical experiences and lessons can be learned from teacher educators who have integrated insider perspectives? How can insider perspectives bring about a more meaningful inclusion of students with disabilities? Offering a range of different methodologies to engage students, parents, teachers, school leaders and teacher educators, this thought-provoking book provides practical ideas about how insider perspectives can enhance teacher learning and support greater inclusive practices in schools. This text will be useful to university lecturers, teachers and education specialists, as well as students of educational studies and ITE courses from foundation degree level through to undergraduate and postgraduate study.
Technology use has become increasingly popular in education. Due to cultural influences and access issues, advances in digital teaching and learning in Chinese education have been slow; however, certain regions have been able to successfully integrate technology into their curriculum and instruction techniques. Digital Transformation and Innovation in Chinese Education is an essential reference source featuring the latest scholarly research on utilizing technology in Chinese learning and instruction, and it provides insights to classroom transformations within the context of Chinese culture. Including coverage on a broad range of topics and perspectives such as MOOCs, blended learning, and e-learning, this publication is ideally designed for academicians, researchers, and students seeking current research on technological innovation in Chinese education.
This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make certain that disabled children are fully included in all aspects of the education system.
This book provides a highly informative yet concise overview of special education and inclusive education that serves as a valuable introduction to the field. Using a framework and relevant scenarios in inclusive educational settings to help readers develop a basic understanding of key concepts, it shares effective practices and engages readers in discussions on current research. Further, it highlights the commonalities between different levels of education and explores transitions across them. The book addresses theory, policy, practice and research issues in special education and inclusive education from an Australian perspective, focusing on current developments in Australian educational settings and classrooms. It also examines international issues and developments while highlighting the unique characteristics of the Australian educational context. As such, it appeals to post-graduate students, pre-service teachers, teachers and other professionals in the area.