Conceptualising and measuring inclusive education

Tim LOREMAN, Christine Irene FORLIN, Dianne CHAMBERS, Umesh SHARMA, Joanne DEPPELER

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Citations (Scopus)

Abstract

This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreement, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure of compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter. Copyright © 2014 Emerald Group Publishing Limited.
Original languageEnglish
Title of host publicationMeasuring inclusive education
EditorsChris FORLIN, Tim LOREMAN
Place of PublicationWest Yorkshire
PublisherEmerald Group Publishing Limited
Pages3-17
ISBN (Electronic)9781784411459
ISBN (Print)9781784411466
DOIs
Publication statusPublished - 2014

Fingerprint

equity
education
human rights
legislation
inclusion
lack
evaluation

Citation

Loreman, T., Forlin, C., Chambers, D., Sharma, U. & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In Forlin, C., & Loreman, T. (Eds.), Measuring inclusive education (pp.3-17). West Yorkshire: Emerald Group Publishing Limited.

Keywords

  • Inclusive education
  • Equity
  • Access
  • Disability
  • Measurement