Index for inclusion: developing learning and participation in schools

By M. Collins. 2012

1,066 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1c98dc9274daad770df1da84f8015f2b2a1001ee

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Citations in the corpus

The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “It requires schools to engage in a critical examination of what can be done to increase the learning and participation of the diversity of students within the school’ (Booth et al. 2000, 13).”
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge (2013, background): “Similarly, research stresses the importance of a whole-school approach to inclusion (Booth and Ainscow 2002).”
Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement (2019, background): “Inclusive education is often defined as a new model of education that responds to the diverse needs of modern societies (Artiles, Kozleski, Dorn, & Christstensen, 2006; Opertti, Walker, & Zhang, 2014) and provides optimal educational conditions for all students (Booth & Ainscow, 2002).”
Inclusive education: a prerequisite for equity and social justice (2019, background): “…access and equity (exclusion from education) and quality (exclusion within education); and it demands comprehensive reform of the system (policies, curricula, structures, and strategies) and of the classroom (content, pedagogy, and learning environments) to make it happen (Booth and Ainscow 2002).”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “From being a clear-cut outcome, inclusion has increasingly turned into an ambiguous “process” (Booth & Ainscow, 2000) or is left totally undefined, as was the case in the CRPD (United Nations, 2006).”