Principles of inclusive practice in schools: what is COVID-19 teaching us?

Brent Bradford; Tim Loreman; Umesh Sharma

doi:10.1016/B978-0-12-818630-5.12054-8

Principles of inclusive practice in schools: what is COVID-19 teaching us?

Brent Bradford
, Tim Loreman
, Umesh Sharma

Research output: Chapter in Book/Conference proceeding › Book Chapter › peer-review

4 Citations (Scopus)

Abstract

In March 2020, schools worldwide closed due to COVID-19 and students were required to continue learning from home. Following a review of principles for inclusive practice in schools, we share related literature focusing on how school systems employed these principles during online delivery. After describing emergent themes, we provide a commentary suggesting that the online learning environment resembled the “building of a plane, while flying”. Although there was disregard of a number of principles globally, positive stories are also shared to disseminate ideas for moving forward. We conclude with some key recommendations for future development of inclusive education in schools.

Original language	English
Title of host publication	International Encyclopedia of Education
Subtitle of host publication	Fourth Edition
Publisher	Elsevier
Pages	115-125
Number of pages	11
ISBN (Electronic)	9780128186299
DOIs	https://doi.org/10.1016/B978-0-12-818630-5.12054-8
Publication status	Published - 1 Jan 2022
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Free Keywords

COVID-19
Disabilities
Diverse learning needs
Educational technology
Inclusion
Inclusive education
Online learning
Remote learning
Schools
Teachers

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.1016/B978-0-12-818630-5.12054-8

Cite this

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title = "Principles of inclusive practice in schools: what is COVID-19 teaching us?",

abstract = "In March 2020, schools worldwide closed due to COVID-19 and students were required to continue learning from home. Following a review of principles for inclusive practice in schools, we share related literature focusing on how school systems employed these principles during online delivery. After describing emergent themes, we provide a commentary suggesting that the online learning environment resembled the “building of a plane, while flying”. Although there was disregard of a number of principles globally, positive stories are also shared to disseminate ideas for moving forward. We conclude with some key recommendations for future development of inclusive education in schools.",

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AB - In March 2020, schools worldwide closed due to COVID-19 and students were required to continue learning from home. Following a review of principles for inclusive practice in schools, we share related literature focusing on how school systems employed these principles during online delivery. After describing emergent themes, we provide a commentary suggesting that the online learning environment resembled the “building of a plane, while flying”. Although there was disregard of a number of principles globally, positive stories are also shared to disseminate ideas for moving forward. We conclude with some key recommendations for future development of inclusive education in schools.

KW - COVID-19

KW - Disabilities

KW - Diverse learning needs

KW - Educational technology

KW - Inclusion

KW - Inclusive education

KW - Online learning

KW - Remote learning

KW - Schools

KW - Teachers

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M3 - Book Chapter

AN - SCOPUS:85150585034

SP - 115

EP - 125

BT - International Encyclopedia of Education

PB - Elsevier

ER -

Principles of inclusive practice in schools: what is COVID-19 teaching us?

Abstract

UN SDGs

Free Keywords

ASJC Scopus subject areas

Access to Document

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