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Direct linkBotha, Johan; Kourkoutas, Elias – International Journal of Inclusive Education, 2016
Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and…
Descriptors: Communities of Practice, Inclusion, Social Capital, Emotional Disturbances
Davis, J. M.; Deponio, P. – International Journal of Inclusive Education, 2014
This paper draws from our experiences of an EU Life Long Learning Programme Project: GATE Understanding Dyslexia Phenomena Between Pre-Primary And Primary (2009-2011) to discuss different conceptual positions concerning dyslexia. It compares medical notions of dyslexia with perspectives from childhood and disability studies to question the ways in…
Descriptors: Foreign Countries, Dyslexia, Inclusion, Attitudes toward Disabilities
Butt, Rosemary – International Journal of Inclusive Education, 2016
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…
Descriptors: Disabilities, Mainstreaming, Learning Problems, Inclusion
Thomson, Charlotte – International Journal of Inclusive Education, 2013
The role of Resource Teachers: Learning and Behaviour (RTLB), established under the policy initiatives outlined in Special Education 2000 [Ministry of Education 1996. "Special Education 2000." Wellington: Learning Media], is to assist schools and teachers in developing and maintaining inclusive classrooms and schools through a…
Descriptors: Inclusion, Teacher Surveys, Teacher Attitudes, Teaching Experience
