Investigating Inclusive Practice in International Schooling: A Case Study of Two Schools

Autor/in	Agustian, Hendra Y.
Titel	Investigating Inclusive Practice in International Schooling: A Case Study of Two Schools
Quelle	In: Journal of Research in International Education, 20 (2021) 3, S.226-241 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409211059274
Schlagwörter	International Schools; Inclusion; School Policy; Foreign Countries; Student Diversity; Advanced Placement Programs; Admission (School); Admission Criteria; Netherlands; United Kingdom (London) + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Inklusion; Schulpolitik; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Niederlande
Abstract	Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools' admission policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01