Index

Citation (2021), "Index", Goldan, J., Lambrecht, J. and Loreman, T. (Ed.) Resourcing Inclusive Education (International Perspectives on Inclusive Education, Vol. 15), Emerald Publishing Limited, Bingley, pp. 165-171. https://doi.org/10.1108/S1479-363620210000015013 Publisher: Emerald Publishing Limited Copyright © 2021 Emerald Publishing Limited. INDEX Academic knowledge, 148–149 outcomes, 51–52 secondary schools, 71 self-concept, 91–92 Accountability, increasing, 60–61 American with Disabilities Act of 1990, 55 Analysis of variance (ANOVA), 95, 156 Association for Higher Education Access and Disability (AHEAD), 15 At-risk, 22–23 Attitude towards inclusion, 68–69 Austrian education system, 69–70 Austrian Federal Government work programme, 71–72 Autism spectrum disorder, 27–28 Autonomy, 104 increasing, 60–61 Average per pupil expenditure (APPE), 43–44 Board of Education for Vienna, 76–77 Board of Education Organization Act, 72–73 Bonferroni’s post hoc procedure, 158–159 Bronfenbrenner’s bioecological theory, 118 Buddhahood, 122 Buddhist metaphor, 125 Budget(s) proposals & reports, 40–46 reflections on implications, 46–47 Budgetary analysis, 47 Capacity building, 58 ‘Changing poison into medicine’ process, 121 Child-centred learning, 128–129 Child-to-adult ratios, 28 Childcare, 22–23 Chinese learner, 151–152 Chinese medium of instruction (CMI), 151–152 Chinese schooling system, 151–152 Coaching, 149 Coaching as model for inclusive practice, 106 Collaborative Training model, 134 Commonwealth of Australia (COA), 54–55 Compulsory Schooling Act (1985), 71 Confucian principles, 151 Considerations of funding inclusive education, 59–62 Council of Exceptional Children (CEC), 47–48 Court of Audit, 72 Curricular coherence, 135 Curriculum reform, 149 Decision-making, 104 Deductive coding, 137–138 Department of Education, Skills and Development (DESD), 54–55 Department of Public Expenditure and Reform (DPER), 10 Depth of knowledge, 135 Desegregation of special education classes, 106–107 Developmental outcomes, 28 Discrete models, 134 Disruptive behavior in early childhood, 29 Early childhood education. See also Inclusive education, 1–2, 22–23 benefits of, 22–23 economic impact, 27–30 intersection, 23–27 longitudinal studies on benefits of, 24 pre-emptive nature, 26–27 Early intervention, 1–2, 22 Early Years Transition and Special Educational Needs (EYTSEN), 25–26 Education for All Handicapped Children Act of 1975 (EAHCA), 38–39 Education for Persons with Special Educational Needs (EPSEN), 10 Education(al) exclusion, 117–118 funding models, 8–9 institutions, 55 outcomes, 23 Educational Amendment Act, 105 Educator(s), 107 perspectives, 110–111 Effective and sustainable model coaching as model for inclusive practice, 106 educator perspectives, 110–111 inclusion coach perspectives, 111–113 Ontario special education services and funding, 105–106 operationalizing innovative model, 106–107 possibility of change, 104–105 principal perspectives, 107–109 Effective Provision of Pre-School Education Project (EPPE Project), 25, 26 Effectiveness, 54 Efficiency, 54 Elementary and Secondary Education Act (ESEA), 38, 39 Empirical study, 78–79 Employees of school districts, 105 English Language Learners (ELLs), 40 English Medium of Instruction (EMI), 151–152 Epigenetics, 29 Equity, 54 European Agency on Special Needs Development (EADSNE), 134 European Credit Transfer and Accumulation System (ECTS), 137–138 European Higher Education Area (EHEA), 137–138 European Union (EU), 25, 78 Every Student Succeeds Act (ESSA), 38 funding, 40–42 historical context for, 39–40 Evocative coaching, 149 Exemplary pre-service teacher programmes, 150 Explicit funding reported in research, 61 F-test, 96 Factor analysis, 80 Faculty collaboration, 135 Federal Finance Act (2019), 72 Federal Republic of Germany, 89–90 Field experiences, 149 Financial Equalisation Act, 73 Financing Policies for Inclusive Education Systems project (FPIES project), 13–15 Foundation Grant, 105 Full-day kindergarten, 26 Funding, 1 mechanisms, 8–9 models, 53–54, 105–106 provisions for students, 54 rationale for exploring funding for inclusion, 37 sources, 61–62 systems, 14–15 Funding inclusive education, 51–52, 53–56 characteristics of inclusive funding models, 13–15 considerations, 59–62 devolved funding structure, 13–14 international responses to inclusive education, 52–53 in Ireland, 10–13 Ireland’s reform journey, 12–13 limitations and directions for future research, 62 new funding model to improving equity, 11–12 professional development and capacity building, 58 resourcing, 58 results, 56 reviewing, 56 school development or capacity building, 14–15 special schools and classes, 10–11 specific educational programmes, 58 systems of transparency and accountability, 15 Funds for supporting effective instruction, 40–41 for teacher grant programmes, 41 German language, 77–78 Germany, teacher training in, 135–136 Goldan and Schwab’s questionnaire, 80 Greater self, 121 Groups of schools, 105 Gymnasium, 69–70 HRK, 135–136 Human resources, 69 Human revolution, 121–122, 125 Implicit funding reported in research, 61 In-service teachers, 78–79 Inclusion, 38, 104–105 inclusion-oriented teacher education, 134 Inclusion coach (IC) perspectives, 111–113 role, 104, 107 Inclusive early child education, 22–23 settings, 22, 27–28 Inclusive early childhood education, implications for, 126–129 Inclusive education, 2, 22–23, 51–52, 90–91, 134 international responses to, 52–53 interpreting, 59–60 policy, 8 reviewing inclusive education funding, 56 in United States, 37 Inclusive learning environment, 127 Inclusive system, 104 Indestructible happiness, 119–120 Index-based resource allocation, 73 Individuality, 125 Individuals with Disabilities Education Act (IDEA), 38, 55 historical context for, 38–39 IDEA 2004 funding, 42–46 Infusion model, 134 Input funding, 53–54 Integrated models, 134 Integration children, 74 Integrative schooling of children, 75 Integrazione scholastic educational structure, 53 International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY), 68–69 International researchers, 22 International Standard Classification of Education (ISCED), 137–138 Ireland funding inclusive education in, 10–13 reform journey, 12–13 K-12 system, 27–28 Kaiser–Guttman criterion, 80 Kaleidoscopic lens, 118 greater self, 121 human revolution, 121–122 indestructible happiness, 119–120 of Soka educational philosophy, 119–126 unlimited potential, 122–126 value creation, 120–121 Kindergarten, 22–23 KMK, 135, 137–138 Knowledge transfer, 153, 158–159 Leaders of educational institutions, 60 Leadership, 107, 109 Least restrictive environment (LRE), 43–44 Literacy, 23 Long-term benefits, 22–23 Longitudinal studies, 22–23 Lotus Sutra, 118–119 Macao, 148 limitations, 162 methodology, 153–154 pedagogical approaches, 151–152 procedure, 154 redesigning teacher preparation programme, 152–153 research, 153 results, 154–159 teacher preparation as resource for inclusive education, 148–151 Material resources, 69 MAXQDA 18 software, 137–138 Media technology, 129 Medicaid, 55 Medium of Instruction (MOI), 151–152 Mental health, behaviour/behaviour problems, 22–23 Mentoring, 149 Merged models, 134 Metaphorical conceptualization, 118 Methodology of resources, 93–94 MIKA-D Test, 77 Multi-level regression models, 96–97 Narrative approach, 56 National Assessment of Educational Progress (NAEP), 41 National Council for Special Education (NCSE), 11 National Disability Action Plan, 71–72 National Disability Insurance Agency (NDIA), 61–62 National Disability Insurance Scheme (NDIS), 61–62 National Education Association (NEA), 43–44 Nationally Consistent Collection of Data on School Students with Disability (NCCD), 54–55 Neuroscience, 29 Nichiren Daishonin Buddhism, 118–119 No Child Left, Every Student Succeeds Act, 55 Numeracy, 25 Office of Special Education Programs (OSEP), 39 Ontario special education services and funding, 105–106 Organisation for Economic Co-operation and Development (OECD), 27 Outcome-based funding, 9 Output funding, 53–54 Parents’ attitudes, 78–79 Pedagogical approaches, 151–152 Pedagogical practice, 153 Perception of resources, 80–81 factors, 81 German language, 81 Perception of Resources Questionnaire (PRQ), 69, 90, 94 PRQ 2. 0, 69, 80 Perceptions of Inclusion Questionnaire (PIQ), 94 Performance/portfolio assessments, 135 Personnel Preparation programme, 44–46 Personnel support, 92 Piaget’s cognitive theories, 118 PK-12 partnerships, 135 Policy context, 38–40 Positive relationships, 128 Post hoc test, 95 Post-Graduate Diploma in Education programme (PGDE programme), 2, 148, 152, 160 Practical realities, 104 Pre-school children, 22–23 programs, 22–23 Pre-service teachers, 78–79 Prevention, 28 Professional development (PD), 36, 41, 58, 134 programmes, 40 of special educators, 36–37 Programme design, 153–154 Public school educational funding models, 105 Qualitative content analysis, 137–138 Qualitative studies, 91 Quality Differentiated Teaching Practice, 54–55 Quality early child education, 22, 26, 28 Random intercept model, 96–97 Red tape, 104 Resources, 90–91 academic self-concept, 91–92 methodology, 93–94 perception, 91 research questions, 92–93 results, 94–97 school well-being, 91–92 social inclusion, 91–92 Resources and Self-Efficacy in Inclusive Education (RESE), 93 Resources for inclusive education in Austria. See also Inclusive education, 68–69 empirical study, 78–79 implementation, 72–78 measures, 80 research questions, 79–81 results, 80–81 sample, 79 school system, 69–72 subjective perceptions of resources, 78 Resourcing, 58 Rogoff’s socio-cultural theory, 118 Scattergun principle, 73 Scheffé test, 96 School autonomy, 13 district, 104 principals, 108, 109 school-age children, 70 system, 69–72 well-being, 91–92 ‘School choice’ movement, 37 Self-belief, 126 Self-confidence, 126 Self-efficacy, 126 Self-esteem, 126 Service delivery model, 104 Social communication, 27–28 Social inclusion, 91–92 Social-emotional development/learning, 22–23 Soka education philosophy, 118 implications for inclusive early childhood education, 126–129 Kaleidoscopic lens of Soka educational philosophy, 119–126 Nichiren Buddhism and development of, 119 Nichiren Daishonin Buddhism, 118–119 Soka Gakkai International (SGI), 119, 121, 122, 126 Soka Kyoikugaku Taikei , 119 Spatial resources, 69 Special Administration Region (SAR), 148 Special education, 104–105 Special education enrolment, 22–23 trends, 22–23 Special Education Grants, 105 Special education needs, 23–27 Special Education Teaching (SET), 11 Special educational needs (SEN), 68–69, 89–90 numbers and figures on students with, 73–74 resources for students need ‘other support’, 76–77 resources for students with, 74–76 students with, 71–72 Special educators in US, 36–37 Special schools, 74 Specific educational programmes, 58 State Personnel Development (SPD), 44 Student placement, 52 student-centred approach, 151 Subjective perceptions of resources, 78 Supporting Effective Educators Development Programme (SEED Programme), 41 Supporting Effective Instruction programme (SEI programme), 40–41, 41 Sustainable Development Goal 4 (SDG4), 52–53 Teacher preparation redesigning, 152–153 as resource for inclusive education, 148–151 Teacher Quality Partnership Programme (TQP Programme), 41 Teacher training, 125 in Germany, 135–136 for inclusive education, 134–135 limitations, 141–142 methods, 137–138 research issue, 136–137 results, 138–139 Teachers, 148 perception of resources, 69 stress, 22–23 Teachers’ pedagogical practice (TPP), 148, 153, 154–158 Teaching and Learning International Survey (TALIS), 69, 78 Third-Space, 150–151 Throughput funding, 9, 53–54 Traditional Asian culture of learning, 151 Transformation, 104–105 Trustees, 105 UN Convention on the Rights of Persons with Disabilities (UNCRPD), 8–9 Unification model, 134 United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD), 1, 71, 89–90 Universal Design for Learning (UDL), 15 Unlimited potential, 122–126 Value-creation, 119–121 Vocational education and training colleges (VET colleges), 70 Vygotsky’s cultural-historical theory, 118 Western child development and educational theories, 118 World Health Organization, 22 Young children, 22–23 Book Chapters Prelims Introduction Section 1 Funding and Resourcing Inclusive Education A Winning Formula? Funding Inclusive Education in Ireland Quality Early Child Education Mitigates against Special Educational Needs in Children What's in the Budget?: A Look at Funding for Inclusive Initiatives in ESSA and IDEA Global Trends in the Funding of Inclusive Education: A Narrative Review Resources for Inclusive Education in Austria: An Insight Into the Perception of Teachers A Matter of Resources? – Students' Academic Self-Concept, Social Inclusion and School Well-being in Inclusive Education Section 2 Professional Development for Inclusive Education Transitioning from Segregation to Inclusion: An Effective and Sustainable Model to Promote Inclusion, through Internal Staffing Adjustments, and Role Redefinition Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education Teacher Training for Inclusive Education in Germany: Status Quo and Curricular Implementation Enhancing Teacher Education by Utilizing a Revised PGDE Curriculum as a Fundamental Resource for Inclusive Practices in Macao Index

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