Developing Positive School Climate for Inclusive Education
DOI:
https://doi.org/10.57142/jesd.v1i1.6Keywords:
inclusive education, school climate, school managementAbstract
A positive school climate enables inclusive education to be implemented in order to achieve its goals. However, many school administrators face difficulties in building a positive school climate for inclusive education yet articles that discuss the school climate in the context of inclusive education in particular are still lacking. In this article, through a systematic search on the methodology of literature review, we categorize characteristics of positive school climate for inclusive education into sense of physical and social-emotional security, learning process that supports student self-development as a whole, supportive relationships and respect for individual differences, school environment that creates sense of belonging and encourages active participation of school members, leadership and professional relationship that cultivate positive attitude toward inclusive education. We also provide strategies on how to build positive school climate for inclusive education.
References
Aguilar, O. M., McCann, E. P., & Liddicoat, K. (2017). Inclusive education. Urban Environmental Education Review, September, 194–201. https://doi.org/10.7591/cornell/9781501705823.003.0021
Causton, J., & Theoharis, G. (2014). The Principal’s Handbook for Leading Inclusive Schools. 160. http://site.ebrary.com/lib/uqac/reader.action?docID=10913207
Ciccone, P.A. & Frieberg, J.A. (2013). School climate and the National School Climate Standards. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child : Improving School Climate to Support Student Success. September.
Dary, T., & Pickeral, T. (2013). School Climate Practices for Implementation and Sustainability. School Climate Practice Briefs, 1, 30–34. www.schoolclimate.org
Downes, P., Nairz-Wirth, E., & Rusinaité, V. (2017). Structural indicators for inclusive systems in and around schools, NESET II report. In Office of the European Union (Issue April).
Ehenová, A. L. (2013). THE IMPORTANCE OF SCHOOL CLIMATE IN PROCESS OF INCLUSION Theoretical background of school climate in the context of inclusive education The meaning of the Inclusion , inclusive education. 248–254.
Faster, D. & Lopez, D. (2013). School climate and assessment. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions. Journal of Research in Special Educational Needs, 21(4), 312–322. https://doi.org/10.1111/1471-3802.12529
McCarthy, M. (2019). Factors predicting teacher attitudes toward inclusive education. 80(11-A(E))
McMaster, C. (2014). “Where Is _______?”: Culture and the Process of Change in the Development of Inclusive Schools. International Journal of Whole Schooling, 11(1), 16–34. http://eric.ed.gov/?id=EJ1048091
Mitchell, D. (2015). Inclusive Education is a Multi-Faceted Concept. Center for Educational Policy Studies Journal, 5(1), 9–30. https://doi.org/10.26529/cepsj.151
Nwobodo, D., & Chineze, H. (2019). SCHOOL CLIMATE AND PEER RELATIONSHIP AS CORRELATE OF ACADEMIC ADJUSTMENT OF PERSONS WITH DISABILITIES. May.
Okoli, C. (2015). A Guide to Conducting a Standalone Systematic. 37. https://doi.org/10.17705/1CAIS.03743
Rana, N. (2018). IMPLEMENTATION OF INCLUSIVE EDUCATION NEED TO CREATE AN INCLUSIVE CULTURE. INSIGHT Journal of Applied Research in Education, Vol. 23(1), 257.
Schwab, S., Holzinger, A., Steiermark, P. H., Krammer, M., & Gebhardt, Markus; Hessels, M. G. P. (2015). Teaching practices and beliefs about inclusion of general and special needs teachers in Austria Attitudes Towards Inclusive Schooling-Students TEachers and Parents (ATIS-STEP) View project. Learning Disabilities: A Contemporary Journal, 13(2), 237–254. https://www.researchgate.net/publication/285913029
Shareefa, M. (2016). Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo, Addu, Maldives: A Study Of The Perceptions Of Teachers. International Journal of Scientific & Technology Research, 5(January 2016), 7. www.ijstr.org
Teotia, K. (n.d.). School Culture and Inclusive Education : A Review of the Literature. 20, 152–160.
Thapa, A. (2013). School climate reserach. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Imp Aguilar, O. M., McCann, E. P., & Liddicoat, K. (2017). Inclusive education. Urban Environmental Education Review, September, 194–201. https://doi.org/10.7591/cornell/9781501705823.003.0021
Causton, J., & Theoharis, G. (2014). The Principal’s Handbook for Leading Inclusive Schools. 160. http://site.ebrary.com/lib/uqac/reader.action?docID=10913207
Ciccone, P.A. & Frieberg, J.A. (2013). School climate and the National School Climate Standards. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child : Improving School Climate to Support Student Success. September.
Dary, T., & Pickeral, T. (2013). School Climate Practices for Implementation and Sustainability. School Climate Practice Briefs, 1, 30–34. www.schoolclimate.org
Downes, P., Nairz-Wirth, E., & Rusinaité, V. (2017). Structural indicators for inclusive systems in and around schools, NESET II report. In Office of the European Union (Issue April).
Ehenová, A. L. (2013). THE IMPORTANCE OF SCHOOL CLIMATE IN PROCESS OF INCLUSION Theoretical background of school climate in the context of inclusive education The meaning of the Inclusion , inclusive education. 248–254.
Faster, D. & Lopez, D. (2013). School climate and assessment. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions. Journal of Research in Special Educational Needs, 21(4), 312–322. https://doi.org/10.1111/1471-3802.12529
McCarthy, M. (2019). Factors predicting teacher attitudes toward inclusive education. 80(11-A(E))
McMaster, C. (2014). “Where Is _______?”: Culture and the Process of Change in the Development of Inclusive Schools. International Journal of Whole Schooling, 11(1), 16–34. http://eric.ed.gov/?id=EJ1048091
Mitchell, D. (2015). Inclusive Education is a Multi-Faceted Concept. Center for Educational Policy Studies Journal, 5(1), 9–30. https://doi.org/10.26529/cepsj.151
Nwobodo, D., & Chineze, H. (2019). SCHOOL CLIMATE AND PEER RELATIONSHIP AS CORRELATE OF ACADEMIC ADJUSTMENT OF PERSONS WITH DISABILITIES. May.
Okoli, C. (2015). A Guide to Conducting a Standalone Systematic. 37. https://doi.org/10.17705/1CAIS.03743
Rana, N. (2018). IMPLEMENTATION OF INCLUSIVE EDUCATION NEED TO CREATE AN INCLUSIVE CULTURE. INSIGHT Journal of Applied Research in Education, Vol. 23(1), 257.
Schwab, S., Holzinger, A., Steiermark, P. H., Krammer, M., & Gebhardt, Markus; Hessels, M. G. P. (2015). Teaching practices and beliefs about inclusion of general and special needs teachers in Austria Attitudes Towards Inclusive Schooling-Students TEachers and Parents (ATIS-STEP) View project. Learning Disabilities: A Contemporary Journal, 13(2), 237–254. https://www.researchgate.net/publication/285913029
Shareefa, M. (2016). Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo, Addu, Maldives: A Study Of The Perceptions Of Teachers. International Journal of Scientific & Technology Research, 5(January 2016), 7. www.ijstr.org
Teotia, K. (n.d.). School Culture and Inclusive Education : A Review of the Literature. 20, 152–160.
Thapa, A. (2013). School climate reserach. In Dary, T. & Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Yuwono, I. (2017). Indikator Pendidikan Inklusif [Indicators of Inclusive Education].lementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.
Yuwono, I. (2017). Indikator Pendidikan Inklusif [Indicators of Inclusive Education].
Downloads
Published
How to Cite
Issue
Section
