The Effectiveness of Inclusive Education Policies for Students with Disabilities

Amerie Obah
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Abstract

Purpose: This study sought to examine the effectiveness of inclusive education policies for students with disabilities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the effectiveness of inclusive education policies for students with disabilities. Preliminary empirical review revealed that such policies played a vital role in promoting educational inclusion and academic success within mainstream educational settings. Despite encountering challenges such as inadequate resources and negative attitudes, inclusive education policies showed promise in creating equitable learning environments. The study emphasized the importance of addressing systemic barriers, promoting positive attitudes, and continuously monitoring and adapting policies to meet the evolving needs of students with disabilities. Overall, the findings underscored the potential of inclusive education policies to foster academic achievement and social inclusion for students with disabilities, contributing to a more equitable and supportive educational system. Unique Contribution to Theory, Practice and Policy: The Social Model of Disability, Ecological Systems theory and Critical Disability theory may be used to anchor future studies on inclusive education policies for students with disabilities. The study provided provided recommendations that enhanced theoretical frameworks, improved practice, and informed policy in inclusive education. It emphasized the importance of refining theoretical understandings of disability, providing professional development for educators, and developing comprehensive transition services for students with disabilities. Additionally, the study advocated for policy reforms that promote equity and social inclusion, fostered collaboration among stakeholders, and called for increased funding and support for inclusive education initiatives. These recommendations contributed to advancing inclusive education by promoting more responsive, equitable, and supportive educational environments for students with disabilities.
残疾学生全纳教育政策的有效性
目的:本研究旨在探讨针对残疾学生的全纳教育政策的有效性。研究方法:本研究采用案头研究法。案头研究指的是二手数据或无需实地考察即可收集到的数据。案头研究基本上是从现有资源中收集数据,因此,与实地研究相比,案头研究通常被认为是一种低成本技术,因为主要成本涉及执行人员的时间、电话费和目录。因此,本研究依赖于已出版的研究、报告和统计数据。这些二手数据可通过在线期刊和图书馆轻松获取。研究结果:研究结果表明,在残疾学生全纳教育政策的有效性方面存在着背景和方法上的差距。初步实证审查显示,这些政策在促进主流教育环境中的全纳教育和学业成功方面发挥了至关重要的作用。尽管遇到了资源不足和消极态度等挑战,但全纳教育政策在创造公平的学习环境方面仍大有可为。研究强调了解决系统性障碍、促进积极态度、持续监测和调整政策以满足残疾学生不断变化的需求的重要性。总之,研究结果强调了全纳教育政策在促进残疾学生的学业成绩和社会融合方面的潜力,有助于建立一个更加公平、更具支持性的教育体系。对理论、实践和政策的独特贡献:残疾的社会模式、生态系统论和残疾批判理论可用于今后有关残疾学生全纳教育政策的研究。本研究提出的建议有助于加强全纳教育的理论框架、改进实践并为政策提供依据。它强调了完善对残疾的理论理解、为教育工作者提供专业发展以及为残疾学生提供全面过渡服务的重要性。此外,该研究还倡导进行政策改革,以促进公平和社会包容,促进利益相关者之间的合作,并呼吁增加对全纳教育活动的资助和支持。这些建议有助于为残疾学生营造更加顺应需求、更加公平和更具支持性的教育环境,从而推动全纳教育的发展。
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