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Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan
Journal of Educational Change ( IF 2.418 ) Pub Date : 2020-04-30 , DOI: 10.1007/s10833-020-09384-1
Michelle Somerton , Janet Helmer , Rita Kasa , Daniel Hernández-Torrano , Tsediso Michael Makoelle

Recognition and implementation of best practice collaborative partnerships are fundamental to developing inclusive schools and achieving positive outcomes. This is particularly important for those students requiring additional educational supports. In order to develop an individual approach to learning, and implement the necessary adjustments required to assist a student with specific needs, input from parents and other key stakeholders is considered important (Evans, in: Ashman (ed) Education for inclusion and diversity, Pearson, Melbourne, 2015). Azzopardi (Int J Incl Educ 15(1):179–192, 2011) argues that inclusion needs to be viewed as a process that encompasses the culture, policies and practices of a whole school and wider community. Even with the positive intentions from a range of contributors, the purpose and practice of collaborative relationships can vary significantly (Cloninger, in: Orelove, Sobsey, Gillies (eds) Educating students with severe and multiple disabilities: a collaborative approach. Brookes Publishing, Baltimore, 2017). The present study examines the collaborative experiences of key stakeholders at schools that are supported by NGO funded resource centres in Nur-Sultan, Kazakhstan. A descriptive case study research design with a narrative framework explored the lived experiences of 22 teachers, principals, specialists and parents by highlighting the complex factors that are enabling or disabling the success of children with disabilities. The central focus for each semi-structured interview with participants was to describe and understand the current collaborative processes within newly established resource centres at three mainstream government schools in Kazakhstan. The results show how resource centres contribute to developing inclusive practices within the Kazakhstani context of current educational reforms and identify opportunities to enhance and contribute to the development of a successful model of support. The findings of this research have implications for key stakeholders concerning the immediate need for coherent and practical policy that embodies a shared vision and understanding of inclusive practice.



中文翻译:

定义空间:哈萨克斯坦的资源中心、合作和包容

认可和实施最佳实践合作伙伴关系是发展包容性学校和取得积极成果的基础。这对于需要额外教育支持的学生尤其重要。为了制定个性化的学习方法,并实施必要的调整以帮助有特定需求的学生,家长和其他主要利益相关者的意见很重要(Evans,in:Ashman (ed) Education for包容性和多样性,Pearson ,墨尔本,2015 年)。Azzopardi(Int J Incl Educ 15(1):179–192, 2011)认为,包容需要被视为一个过程,它包含整个学校和更广泛社区的文化、政策和实践。即使有一系列贡献者的积极意图,协作关系的目的和实践可能会有很大差异(Cloninger,在:Orelove、Sobsey、Gillies(编辑)教育患有严重和多重残疾的学生:一种协作方法。Brookes Publishing,巴尔的摩,2017 年)。本研究考察了在哈萨克斯坦努尔苏丹非政府组织资助的资源中心支持的学校中主要利益相关者的合作经验。具有叙事框架的描述性案例研究设计通过突出影响残疾儿童成功的复杂因素,探索了 22 位教师、校长、专家和家长的生活经历。与参与者进行的每次半结构化访谈的中心重点是描述和理解哈萨克斯坦三所主流公立学校新建立的资源中心内当前的协作过程。结果显示了资源中心如何在哈萨克斯坦当前教育改革的背景下促进包容性实践的发展,并确定加强和促进成功支持模式发展的机会。这项研究的结果对关键利益相关者有影响,即迫切需要体现对包容性实践的共同愿景和理解的连贯且实用的政策。结果显示了资源中心如何在哈萨克斯坦当前教育改革的背景下促进包容性实践的发展,并确定加强和促进成功支持模式发展的机会。这项研究的结果对关键利益相关者有影响,即迫切需要体现对包容性实践的共同愿景和理解的连贯且实用的政策。结果显示了资源中心如何在哈萨克斯坦当前教育改革的背景下促进包容性实践的发展,并确定加强和促进成功支持模式发展的机会。这项研究的结果对关键利益相关者有影响,即迫切需要体现对包容性实践的共同愿景和理解的连贯且实用的政策。

更新日期:2020-04-30
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