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Differentiated assessments require the development and use of more nuanced rubrics for evaluation. This has the benefit of building peer-to-peer support and supporting teacher capacity while providing differentiated learning for the students. Adequate pay and incentive structures As demands on teachers increase, incentive structures should mirror increased demand, salary and benefits structures. Final Thoughts Teaching in the 21st century means teaching to a student population that is more diverse, in terms of the range of abilities and genders, than any in history.

Successful inclusion can be achieved through the efforts of government, teachers, ESP, and unions. Teachers and ESPs require expanded opportunities for quality professional development and training on inclusive education approaches and pedagogies. Governments must allocate adequate, equitable, and sustainable funding that fully covers the real costs of inclusive education. And unions must continue to oppose and expose government decisions to reduce or underfund inclusive education.

Unions must engage as partners in solidarity with persons with disabilities and work social movements, activists, and advocates in advancing the rights of children and youth with disabilities. Rieser comprehensively summarises what is at stake in rethinking disability and education: The reality is that persons with disabilities with all types and degrees of impairment have made a huge contribution to human development in all areas of life. How much more can be achieved for humanity if the barriers and prejudices against persons with disabilities are systematically addressed at every level - class, school, district, region, national and internationally.

In the process of achieving our inclusion as persons with disabilities, the education system will be improved for all those currently underachieving or excluded p. References African Studies Centre Leiden.

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Disability in Africa. Autism Acceptance Month: Acceptance is an Action. Many worry that students of color are too often identified as disabled. Is the real problem the opposite?

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If inclusion means everyone, why not me? Canada: Community Living Ontario. Biesta, G. Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Blake, J.

National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27 4 , The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35 5 , Bourke, P. Professional development and teacher aides in inclusive education contexts: where to from here?

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International Journal of Inclusive Education, 13 8 , Inclusive education reform: Implications for teacher aides. Australasian Journal of Special Education, 31 1 , Bratlinger, E. Who benefits from special education? Studies in curriculum theory series. British Council. Moving from the margins: Mainstreaming persons with disabilities in Pakistan.

Islamabad: The Economist. Brown, S. Bullying perspectives: experiences, attitudes, and recommendations of 9-to year-olds attending health education centers in the United States. Journal of School Health, 75 10 , Bualar, T. Barriers to inclusive higher education in Thailand: Voices of blind students. Asia Pacific Education Review, Butt, R. Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education, 20 9 , Belgium: Education International Calder, I.

Working with other adults: What teachers need to know. Camera, L. New study questions links between race, disability in students. News and World Report. Bullying risk in children with disabilities: A review of the literature. Diversity includes. Disability in Canada: Initial findings from the Canadian survey on disability. Devaluing people with disabilities: Medical procedures that violate civil rights. Washington D. Inclusive school community: why is it so complex?. International Journal of Inclusive Education, 10 , Chrichton, J.

Human rights: Topic guide. A guide to dealing with bullying: for parents of disabled children. Scoping inclusive education for Canadian students with intellectual and other disabilities.

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Toronto: Roeher Institute. Enforcing normalcy: Disability, deafness, and the body. London, England: Verso. Original work published Damianidou, E. International Journal of Inclusive Education, Daniels, H.

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Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues. Teachers assessing education for all. Perspectives from the Classroom. Brussels, Belgium: Education International. Are we there yet? Education unions assess the bumpy road to inclusive education. Brussels: Education International. Edwards, R. Expertise, competence and reflection in the rhetoric of professional development. British Educational Research Journal, 32 1 , Forlin, C. Inclusive education in Australia ten years after Salamanca.

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European Journal of Psychology of Education, 21 3 , Fremlin, P. Geneva: ILO. Barriers to inclusive education in Greece, Spain and Lithuania: Results from emancipatory disability research. A human rights-based approach to disability in development. Entry points for development organisations. Decent work: Concept and indicators. International Labour Review, 2 , Giangreco, M. Final Report. Respect, appreciation, andacknowledgment of paraprofessionals who support students with disabilities. Exceptional Children, 67 4 , Gold, M. To label or not to label: the special educationquestion for African Americans.

Educational Foundations, 26, Groom, B. Building relationships for learning: The developing role of the teaching assistant. Support for learning, 21 4 , Hamida, N. A Summary of the Evidence on Inclusive Education. Sao Paulo: Instituto Alana. Disability in time and place. Konza, D. Inclusion of students with disabilities in new times: responding to the challenge. University of Wollongong Research Online. Limaye, S.

Factors influencing the accessibility of education for children with disabilities in India.