Introduction
While originally used to combat discrimination faced by learners with disabilities, inclusive education is nowadays seen as a human right that requires education systems to meet all learners’ right to high-quality education by supporting the diversity of their needs so they can all achieve their best (Ebersold et al. 2019). It builds upon a change in the educational culture of teaching and support practices, requiring schools to move away from a “one-size-fits-all” education model toward a tailored approach to education that aims to increase the system’s ability to respond to learners’ diverse needs without the need to categorize and label them. Instead of seeking to fix learners or provide “compensatory” support to learners to fit them into existing arrangements, schools are invited to develop inclusive learning environments that are both universally accessible and adapted or adaptable to each learner’s needs (D’Alessio 2011).
Beyond delivery of individual support,...
This is a preview of subscription content, access via your institution.
References
D’Alessio, S. (2011). Inclusive education in Italy. A critical analysis of the Policy of Integrazione Scolastica, Sense Publishers.
Ebersold, S. (2014). Les savoirs de la comparaison internationale. In C. Gardou (Ed.), Handicap, une encyclopédie des savoirs (pp. 79–94). Toulouse: Eres.
Ebersold, S., Watkins, A., Oskarsdottir, E., & Meijer, C. J. W. (2019). Financing inclusive education to reduce disparity in education: Trends, issues and drivers. In M. Schuelka, M. J. Johnstone, G. Thomas, & A. J. Artiles (Eds.), The Sage handbook of inclusion and diversity in education (pp. 232–249). London: Sage.
European Agency for Special Needs and Inclusive Education. (2016). Inclusive early childhood education: An analysis of 32 European examples (P. Bartolo, E. Björck-Åkesson, C. Giné, & M. Kyriazopoulou, Eds.). European Agency for Special Needs and Inclusive Education, Odense.
European Agency for Special Needs and Inclusive Education. (2017). Inclusive Early Childhood Education: New Insights and Tools – Final Summary Report. (M. Kyriazopoulou, P. Bartolo, E. Björck-Åkesson, C. Giné and F. Bellour, eds.). Odense, Denmark. www.european-agency.org/resources/publications/inclusive-earlychildhood-education-new-insights-and-tools-final-summary (Last accessed July 2019).
European Agency for Special Needs and Inclusive Education. (2018a). European agency statistics on inclusive education: 2016 Dataset Cross-Country Report (J. Ramberg, A. Lénárt, & A. Watkins, Eds.). European Agency for Special Needs and Inclusive Education, Odense.
European Agency for Special Needs and Inclusive Education. (2018b). Financing policies for inclusive education systems: Resourcing levers to reduce disparity in education (S. Ebersold, E. Óskarsdóttir, & A. Watkins, Eds.). European Agency for Special Needs and Inclusive Education, Odense.
European Agency for Special Needs and Inclusive Education. (2019). The changing role of specialist provision in supporting inclusive education: Mapping specialist provision approaches in European countries (S. Ebersold, M. Kyriazopoulou, A. Kefallinou, & E. Rebollo Píriz, Eds.). European Agency for Special Needs and Inclusive Education, Odense.
Florian, L. (2005). Inclusive practice: What, why and how? In K. Topping & S. Maloney (Eds.), The Routledge Falmer reader in inclusive education (pp. 29–40). Oxon: Routledge.
Godeau, E., Sentenac, M., Parcorino Alfaro, D. L., & Ehlinger, V. (2015). Élèves handicapÉs ou porteurs de maladies chroniques Perception de leur vie et de leur bien-être au collège. éducation et formation, 88–89, 145–162.
Norwich, B., & Gray, P. (2007). Special schools in the new era: Conceptual and strategic perspectives. In Special schools in a new era: How do we go beyond generalities? Special educational needs policy options paper 2, series 6. Online at http://www.nasen.org.uk/NewsArticle.asp?id=SX98DC-A77F9FF2
OECD. (2019). Talis results 2018. Paris: OECD.
Ware, J., Balfe, T., Butler, C., Day, T., Dupont, M., Harten, C., Farrell, A. M., McDaid, R., O’Riordan, M., Prunty, A., & Travers, J. (2009). Research report on the role of special schools and classes in Ireland (NCSE research report no. 4). Trim: National Council for Special Education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Ebersold, S., Kyriazopoulou, M. (2020). Resourceful Specialist Support to Enable Inclusive Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_58-1
Download citation
DOI: https://doi.org/10.1007/978-981-13-1179-6_58-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-1179-6
Online ISBN: 978-981-13-1179-6
eBook Packages: Springer Reference EducationReference Module Humanities and Social Sciences