The Role of School, Family, and Society in Advancing Inclusive Education
DOI:
https://doi.org/10.5281/zenodo.22751462Аннотация
The article examines the interconnected work of the school, the family, and society in advancing inclusive
education. Inclusion is interpreted not as the mechanical placement of children with special needs into a mainstream setting,
but as the capacity of the education system itself to adjust to the abilities of every learner. The study comparatively
explores the organisational and pedagogical potential of the school, the primary socialising function of the family, and
the level of socio-cultural readiness within the wider community. Drawing on an analysis of theoretical sources together
with data obtained through pedagogical observation, a staged model of partnership among the three actors is proposed.
The concluding section sets out practical recommendations aimed at improving the effectiveness of inclusive education
Ключевые слова
inclusive education, special educational needs, school environment, family pedagogy, social partnership, tolerance, adaptive curriculum, socialisationБиблиографические ссылки
1. 1. Ainscow M. Towards Self-Improving School Systems: Lessons from a City Challenge. London: Routledge, 2015. 192
2. p.
3. 2. Booth T., Ainscow M. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE, 2011. 178 p.
4. 3. Bronfenbrenner U. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard
5. University Press, 1979. 330 p.
6. 4. Epstein J. L. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed.
7. Boulder: Westview Press, 2011. 656 p.
8. 5. Florian L. The Sage Handbook of Special Education. 2nd ed. London: Sage, 2014. 1016 p.
9. 6. Meyer A., Rose D. H., Gordon D. Universal Design for Learning: Theory and Practice. Wakefield: CAST Professional
10. Publishing, 2014. 234 p.
11. 7. Oliver M. The Politics of Disablement. Basingstoke: Macmillan, 1990. 152 p.
12. 8. UNESCO. Global Education Monitoring Report 2020: Inclusion and Education - All Means All. Paris: UNESCO, 2020.
13. 424 p.
14. 9. United Nations. Convention on the Rights of Persons with Disabilities. New York: UN, 2006.
15. 10. Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University
16. Press, 1978. 159 p.
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2026 «Maktabgacha va maktab ta’limi» jurnali
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Как цитировать
Страницы
Цитирование