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Disability Inclusive Education: Practitioner Level, Australian Council For Educational Research (Acer)
Disability Inclusive Education: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This module is designed to inform those who engage with and lead policy dialogue with international and domestic partners of diverse implementation strategies and key priorities in disability-inclusive education. It is recommended that users complete the Disability-Inclusive Education: Foundation Level module as background information to this Practitioner Level Module.
Disability Inclusive Education: Foundation Level, Australian Council For Educational Research (Acer)
Disability Inclusive Education: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information about the rationale, purpose, benefits, key issues and outcomes of disability-inclusive education. The module focusses on disability-inclusive primary and secondary education, with some reference to post-school education and training (PSET) and early childhood education (ECE). Whilst great gains have been made in access to quality primary education for general populations, fundamental reform is still required to enable access for children with disabilities. This module provides foundational information to enable engagement in this topic, and the provision of general advice. A deeper presentation of issues and approaches can be found in …
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
MERC Publications
This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions …