Index

Resourcing Inclusive Education

ISBN: 978-1-80043-457-8, eISBN: 978-1-80043-456-1

ISSN: 1479-3636

Publication date: 18 January 2021

This content is currently only available as a PDF

Citation

(2021), "Index", Goldan, J., Lambrecht, J. and Loreman, T. (Ed.) Resourcing Inclusive Education (International Perspectives on Inclusive Education, Vol. 15), Emerald Publishing Limited, Leeds, pp. 165-171. https://doi.org/10.1108/S1479-363620210000015013

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Emerald Publishing Limited.


INDEX

Academic

knowledge
, 148–149

outcomes
, 51–52

secondary schools
, 71

self-concept
, 91–92

Accountability, increasing
, 60–61

American with Disabilities Act of 1990
, 55

Analysis of variance (ANOVA)
, 95, 156

Association for Higher Education Access and Disability (AHEAD)
, 15

At-risk
, 22–23

Attitude towards inclusion
, 68–69

Austrian education system
, 69–70

Austrian Federal Government work programme
, 71–72

Autism spectrum disorder
, 27–28

Autonomy
, 104

increasing
, 60–61

Average per pupil expenditure (APPE)
, 43–44

Board of Education for Vienna
, 76–77

Board of Education Organization Act
, 72–73

Bonferroni’s post hoc procedure
, 158–159

Bronfenbrenner’s bioecological theory
, 118

Buddhahood
, 122

Buddhist metaphor
, 125

Budget(s)

proposals & reports
, 40–46

reflections on implications
, 46–47

Budgetary analysis
, 47

Capacity building
, 58

‘Changing poison into medicine’ process
, 121

Child-centred learning
, 128–129

Child-to-adult ratios
, 28

Childcare
, 22–23

Chinese learner
, 151–152

Chinese medium of instruction (CMI)
, 151–152

Chinese schooling system
, 151–152

Coaching
, 149

Coaching as model for inclusive practice
, 106

Collaborative Training model
, 134

Commonwealth of Australia (COA)
, 54–55

Compulsory Schooling Act (1985)
, 71

Confucian principles
, 151

Considerations of funding inclusive education
, 59–62

Council of Exceptional Children (CEC)
, 47–48

Court of Audit
, 72

Curricular coherence
, 135

Curriculum reform
, 149

Decision-making
, 104

Deductive coding
, 137–138

Department of Education, Skills and Development (DESD)
, 54–55

Department of Public Expenditure and Reform (DPER)
, 10

Depth of knowledge
, 135

Desegregation of special education classes
, 106–107

Developmental outcomes
, 28

Discrete models
, 134

Disruptive behavior in early childhood
, 29

Early childhood education. See also Inclusive education
, 1–2, 22–23

benefits of
, 22–23

economic impact
, 27–30

intersection
, 23–27

longitudinal studies on benefits of
, 24

pre-emptive nature
, 26–27

Early intervention
, 1–2, 22

Early Years Transition and Special Educational Needs (EYTSEN)
, 25–26

Education for All Handicapped Children Act of 1975 (EAHCA)
, 38–39

Education for Persons with Special Educational Needs (EPSEN)
, 10

Education(al)

exclusion
, 117–118

funding models
, 8–9

institutions
, 55

outcomes
, 23

Educational Amendment Act
, 105

Educator(s)
, 107

perspectives
, 110–111

Effective and sustainable model

coaching as model for inclusive practice
, 106

educator perspectives
, 110–111

inclusion coach perspectives
, 111–113

Ontario special education services and funding
, 105–106

operationalizing innovative model
, 106–107

possibility of change
, 104–105

principal perspectives
, 107–109

Effective Provision of Pre-School Education Project (EPPE Project)
, 25, 26

Effectiveness
, 54

Efficiency
, 54

Elementary and Secondary Education Act (ESEA)
, 38, 39

Empirical study
, 78–79

Employees of school districts
, 105

English Language Learners (ELLs)
, 40

English Medium of Instruction (EMI)
, 151–152

Epigenetics
, 29

Equity
, 54

European Agency on Special Needs Development (EADSNE)
, 134

European Credit Transfer and Accumulation System (ECTS)
, 137–138

European Higher Education Area (EHEA)
, 137–138

European Union (EU)
, 25, 78

Every Student Succeeds Act (ESSA)
, 38

funding
, 40–42

historical context for
, 39–40

Evocative coaching
, 149

Exemplary pre-service teacher programmes
, 150

Explicit funding reported in research
, 61

F-test
, 96

Factor analysis
, 80

Faculty collaboration
, 135

Federal Finance Act (2019)
, 72

Federal Republic of Germany
, 89–90

Field experiences
, 149

Financial Equalisation Act
, 73

Financing Policies for Inclusive Education Systems project (FPIES project)
, 13–15

Foundation Grant
, 105

Full-day kindergarten
, 26

Funding
, 1

mechanisms
, 8–9

models
, 53–54, 105–106

provisions for students
, 54

rationale for exploring funding for inclusion
, 37

sources
, 61–62

systems
, 14–15

Funding inclusive education
, 51–52, 53–56

characteristics of inclusive funding models
, 13–15

considerations
, 59–62

devolved funding structure
, 13–14

international responses to inclusive education
, 52–53

in Ireland
, 10–13

Ireland’s reform journey
, 12–13

limitations and directions for future research
, 62

new funding model to improving equity
, 11–12

professional development and capacity building
, 58

resourcing
, 58

results
, 56

reviewing
, 56

school development or capacity building
, 14–15

special schools and classes
, 10–11

specific educational programmes
, 58

systems of transparency and accountability
, 15

Funds

for supporting effective instruction
, 40–41

for teacher grant programmes
, 41

German language
, 77–78

Germany, teacher training in
, 135–136

Goldan and Schwab’s questionnaire
, 80

Greater self
, 121

Groups of schools
, 105

Gymnasium
, 69–70

HRK
, 135–136

Human resources
, 69

Human revolution
, 121–122, 125

Implicit funding reported in research
, 61

In-service teachers
, 78–79

Inclusion
, 38, 104–105

inclusion-oriented teacher education
, 134

Inclusion coach (IC)

perspectives
, 111–113

role
, 104, 107

Inclusive early child education
, 22–23

settings
, 22, 27–28

Inclusive early childhood education, implications for
, 126–129

Inclusive education
, 2, 22–23, 51–52, 90–91, 134

international responses to
, 52–53

interpreting
, 59–60

policy
, 8

reviewing inclusive education funding
, 56

in United States
, 37

Inclusive learning environment
, 127

Inclusive system
, 104

Indestructible happiness
, 119–120

Index-based resource allocation
, 73

Individuality
, 125

Individuals with Disabilities Education Act (IDEA)
, 38, 55

historical context for
, 38–39

IDEA 2004 funding
, 42–46

Infusion model
, 134

Input funding
, 53–54

Integrated models
, 134

Integration children
, 74

Integrative schooling of children
, 75

Integrazione scholastic educational structure
, 53

International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
, 68–69

International researchers
, 22

International Standard Classification of Education (ISCED)
, 137–138

Ireland

funding inclusive education in
, 10–13

reform journey
, 12–13

K-12 system
, 27–28

Kaiser–Guttman criterion
, 80

Kaleidoscopic lens
, 118

greater self
, 121

human revolution
, 121–122

indestructible happiness
, 119–120

of Soka educational philosophy
, 119–126

unlimited potential
, 122–126

value creation
, 120–121

Kindergarten
, 22–23

KMK
, 135, 137–138

Knowledge transfer
, 153, 158–159

Leaders of educational institutions
, 60

Leadership
, 107, 109

Least restrictive environment (LRE)
, 43–44

Literacy
, 23

Long-term benefits
, 22–23

Longitudinal studies
, 22–23

Lotus Sutra
, 118–119

Macao
, 148

limitations
, 162

methodology
, 153–154

pedagogical approaches
, 151–152

procedure
, 154

redesigning teacher preparation programme
, 152–153

research
, 153

results
, 154–159

teacher preparation as resource for inclusive education
, 148–151

Material resources
, 69

MAXQDA 18 software
, 137–138

Media technology
, 129

Medicaid
, 55

Medium of Instruction (MOI)
, 151–152

Mental health, behaviour/behaviour problems
, 22–23

Mentoring
, 149

Merged models
, 134

Metaphorical conceptualization
, 118

Methodology of resources
, 93–94

MIKA-D Test
, 77

Multi-level regression models
, 96–97

Narrative approach
, 56

National Assessment of Educational Progress (NAEP)
, 41

National Council for Special Education (NCSE)
, 11

National Disability Action Plan
, 71–72

National Disability Insurance Agency (NDIA)
, 61–62

National Disability Insurance Scheme (NDIS)
, 61–62

National Education Association (NEA)
, 43–44

Nationally Consistent Collection of Data on School Students with Disability (NCCD)
, 54–55

Neuroscience
, 29

Nichiren Daishonin Buddhism
, 118–119

No Child Left, Every Student Succeeds Act
, 55

Numeracy
, 25

Office of Special Education Programs (OSEP)
, 39

Ontario special education services and funding
, 105–106

Organisation for Economic Co-operation and Development (OECD)
, 27

Outcome-based funding
, 9

Output funding
, 53–54

Parents’ attitudes
, 78–79

Pedagogical approaches
, 151–152

Pedagogical practice
, 153

Perception of resources
, 80–81

factors
, 81

German language
, 81

Perception of Resources Questionnaire (PRQ)
, 69, 90, 94

PRQ 2. 0
, 69, 80

Perceptions of Inclusion Questionnaire (PIQ)
, 94

Performance/portfolio assessments
, 135

Personnel Preparation programme
, 44–46

Personnel support
, 92

Piaget’s cognitive theories
, 118

PK-12 partnerships
, 135

Policy context
, 38–40

Positive relationships
, 128

Post hoc test
, 95

Post-Graduate Diploma in Education programme (PGDE programme)
, 2, 148, 152, 160

Practical realities
, 104

Pre-school

children
, 22–23

programs
, 22–23

Pre-service teachers
, 78–79

Prevention
, 28

Professional development (PD)
, 36, 41, 58, 134

programmes
, 40

of special educators
, 36–37

Programme design
, 153–154

Public school educational funding models
, 105

Qualitative content analysis
, 137–138

Qualitative studies
, 91

Quality Differentiated Teaching Practice
, 54–55

Quality early child education
, 22, 26, 28

Random intercept model
, 96–97

Red tape
, 104

Resources
, 90–91

academic self-concept
, 91–92

methodology
, 93–94

perception
, 91

research questions
, 92–93

results
, 94–97

school well-being
, 91–92

social inclusion
, 91–92

Resources and Self-Efficacy in Inclusive Education (RESE)
, 93

Resources for inclusive education in Austria. See also Inclusive education
, 68–69

empirical study
, 78–79

implementation
, 72–78

measures
, 80

research questions
, 79–81

results
, 80–81

sample
, 79

school system
, 69–72

subjective perceptions of resources
, 78

Resourcing
, 58

Rogoff’s socio-cultural theory
, 118

Scattergun principle
, 73

Scheffé test
, 96

School

autonomy
, 13

district
, 104

principals
, 108, 109

school-age children
, 70

system
, 69–72

well-being
, 91–92

‘School choice’ movement
, 37

Self-belief
, 126

Self-confidence
, 126

Self-efficacy
, 126

Self-esteem
, 126

Service delivery model
, 104

Social communication
, 27–28

Social inclusion
, 91–92

Social-emotional development/learning
, 22–23

Soka education philosophy
, 118

implications for inclusive early childhood education
, 126–129

Kaleidoscopic lens of Soka educational philosophy
, 119–126

Nichiren Buddhism and development of
, 119

Nichiren Daishonin Buddhism
, 118–119

Soka Gakkai International (SGI)
, 119, 121, 122, 126

Soka Kyoikugaku Taikei
, 119

Spatial resources
, 69

Special Administration Region (SAR)
, 148

Special education
, 104–105

Special education enrolment
, 22–23

trends
, 22–23

Special Education Grants
, 105

Special education needs
, 23–27

Special Education Teaching (SET)
, 11

Special educational needs (SEN)
, 68–69, 89–90

numbers and figures on students with
, 73–74

resources for students need ‘other support’
, 76–77

resources for students with
, 74–76

students with
, 71–72

Special educators in US
, 36–37

Special schools
, 74

Specific educational programmes
, 58

State Personnel Development (SPD)
, 44

Student

placement
, 52

student-centred approach
, 151

Subjective perceptions of resources
, 78

Supporting Effective Educators Development Programme (SEED Programme)
, 41

Supporting Effective Instruction programme (SEI programme)
, 40–41, 41

Sustainable Development Goal 4 (SDG4)
, 52–53

Teacher preparation

redesigning
, 152–153

as resource for inclusive education
, 148–151

Teacher Quality Partnership Programme (TQP Programme)
, 41

Teacher training
, 125

in Germany
, 135–136

for inclusive education
, 134–135

limitations
, 141–142

methods
, 137–138

research issue
, 136–137

results
, 138–139

Teachers
, 148

perception of resources
, 69

stress
, 22–23

Teachers’ pedagogical practice (TPP)
, 148, 153, 154–158

Teaching and Learning International Survey (TALIS)
, 69, 78

Third-Space
, 150–151

Throughput funding
, 9, 53–54

Traditional Asian culture of learning
, 151

Transformation
, 104–105

Trustees
, 105

UN Convention on the Rights of Persons with Disabilities (UNCRPD)
, 8–9

Unification model
, 134

United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD)
, 1, 71, 89–90

Universal Design for Learning (UDL)
, 15

Unlimited potential
, 122–126

Value-creation
, 119–121

Vocational education and training colleges (VET colleges)
, 70

Vygotsky’s cultural-historical theory
, 118

Western child development and educational theories
, 118

World Health Organization
, 22

Young children
, 22–23