Special Issue "A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs"
Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 8177
Interests: inclusive education; educational disadvantage; inequality
The COVID-19 global pandemic deeply affected the sphere of education, with wide-ranging school closures interrupting the education of approximately 139,000,000 students across all areas of the global education system (UNESCO, 2020a). It has become apparent that the closure of schools functioned to, unintentionally, make pre-existing educational inequalities more visible (UNESCO, 2020b), and especially so for vulnerable learners and those with additional learning needs (AENs: Mohan et al., 2021). In particular, the closure of schools made apparent the central role schools play in supporting the holistic development of many students with AENs and the vitally important support they provide for their families more generally. It also became abundantly clear that inclusive practices within schools are deeply interconnected with the needs of students’ families, the community and services that surrounded them, and the funding and political policies informing inclusive practices for students with AENs.
This Special Issue aims to explore ways in which a whole education approach (Cornu et al., 2022) can be used to conceptualise or understand effective models of inclusive provision for children and young people with AENs. A whole-education approach moves beyond a focus on inclusive practices within specific schools and emphasises the importance interconnected, collaborative relationships between a school and the wider range of community stakeholders who support the education of children with AENs. While this framework was originally developed to support effective responses to the relational phenomena of bullying, the whole education approach may also provide an effective lens through which the complex and enmeshed concept of educational inclusion could be explored.
Using a social-ecological framework (Bronfenbrenner, 1979; Espelage & Swearer, 2004), a whole education approach situates the student not only within their school, but also within the wider education community and within society across factors that support these relationships. This emphasises the role of multiple organisations or stakeholders surrounding the child in providing an interconnected and collaborative system of care to support the inclusion and participation of the young person in education. Key factors include strong political leadership, clear and appropriate policy frameworks, and curricula and teaching that promote a caring school climate. Appropriate and accessible professional development for teachers and a mechanism for the empowerment and participation of students with AENs in inclusive provision are central. Accountability and monitoring or the evaluation of provision and student progress are also essential.
The focus of this Special Issue will be on the implications of a whole education approach to understandings and practices in inclusive education provision within schools for students with AENs. The Special Issue will also explore the implications for teacher education and professional development, with a specific focus on inclusive education. The Special Issue will invite submissions of empirical research articles relevant to the scope of the Special Issue. Commentary or review article submissions will also be welcome.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Cornu, C., Abduvahobov, P., Laoufi, R., Liu, Y., & Séguy, S. (2022). An introduction to a whole-education approach to school bullying: Recommendations from UNESCO scientific committee on school violence and bullying including Cyberbullying. International Journal of Bullying Prevention, 1-2.
Espelage, D. L., & Swearer, S. M. (Eds.). (2004). Bullying in American schools: a social-ecological perspective on prevention and intervention. Lawrence Erlbaum Associates Publishers.
Mohan, G., Carroll, E., McCoy, S., Mac Domhnaill, C. & Mihut, G. (2021) Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland, Irish Educational Studies, 40:2, 265-274.
UNESCO (2020). Global Education Monitoring (GEM) Report. Accessed at: https://en.unesco.org/news/global-education-monitoring-gem-report-2020.
UNESCO. (2020). Adverse Consequences of School Closures. Accessed February 19, 2021. Accessed at: https://en.unesco.org/covid19/educationresponse/consequences.
Prof. Dr. Selina McCoy
Dr. Neil Kenny
Manuscript Submission Information
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- inclusive education
- education community
- whole education approach
- professional development