Papers by Verity Donnelly
Paying for inclusion and exclusion
Elsevier eBooks, 2023
Connecting Research, Policy, and Practice to Promote Inclusive Education
Encyclopedia of Teacher Education
Zenodo (CERN European Organization for Nuclear Research), 2013
Teacher education for inclusion in Europe: Challenges and opportunities
Qualifications, Curriculum and Assessment Authority for Wales
a rising t de meeting the needs of more able and talented leaners in years The Welsh Assembly Gov... more a rising t de meeting the needs of more able and talented leaners in years The Welsh Assembly Government aims to develop Wales as a Learning Country in which all children and young people are given opportunities and encouragement to maximise their potential.
Addressing the Challenges of Raising Achievement for All
Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap, 2016
Abstract This chapter draws on the Agency Raising Achievement for all Learners (RA4AL) project to... more Abstract This chapter draws on the Agency Raising Achievement for all Learners (RA4AL) project to raise policy issues that need to be considered in bringing about greater equality in education systems in order raise the achievement of all learners in inclusive settings. After highlighting policy priorities, the chapter outlines some approaches to raising achievement, supported by country practice examples from Ireland and Germany. The examples focus in particular on local area and school leadership and management of change and collaboration for inclusive practice at school level.
This paper describes the European Agency for Development in Special Needs Education project on Te... more This paper describes the European Agency for Development in Special Needs Education project on Teacher Education for Inclusion which involved experts from 25 European countries. It sets out the policy context in Europe and stresses the need to strengthen teacher education in order to meet current policy priorities. The authors provide a summary of the TE4I project !ndings from Agency member countries and outline the project key messages. They describe the development of a Pro!le of Inclusive Teachers and the early impact of this and other project outcomes.
Journal of Educational Administration, 2020
PurposeThis article presents a model based on a review of international and European policy and c... more PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theo...
A Curriculum of Opportunity: Developing Potential into Performance
Gifted Education International, 2004
The following paper summarises the guidance document produced by ACCAC (Qualifications, Curriculu... more The following paper summarises the guidance document produced by ACCAC (Qualifications, Curriculum and Assessment Authority for Wales). The document provides guidance to schools on meeting the needs of more able pupils. The main points are outlined below, but the actual document abounds with case studies of good practice. The document was compiled by a Working Party representative of schools and advisers in conjunction with Belle Wallace and Johanna Raffan (NACE: National Association of Able Children in Education). The full document can be obtained from ACCAC Publications, PO Box 2129 Erdington Birmingham B24 8TH Fax 0121325 9052 or from the ACCAC website www.accac.org.uk The Welsh Guidance Document is a celebration of a policy of Inclusion with Differentiation. ‘Let me first have the opportunity to discover what I can do — then give me the support and encouragement to develop the capacities I have, not only for myself but also in the service to others. I need to know that I can rea...
A Rising Tide...Meeting the Needs of More Able and Talented Leaners in Years
Gifted Education International, 2009
The Welsh Assembly Government aims to develop Wales as a Learning Country in which all children a... more The Welsh Assembly Government aims to develop Wales as a Learning Country in which all children and young people are given opportunities and encouragement to maximise their potential.
Inclusive Assessment: Issues and Challenges for Policy and Practice
International Perspectives on Inclusive Education, 2016
Abstract This chapter provides an overview of inclusive assessment and discusses some key challen... more Abstract This chapter provides an overview of inclusive assessment and discusses some key challenges around the assessment policy-practice gap. It takes a broad perspective of inclusive assessment that includes all learners and focuses on children’s rights to as well as within education. The chapter reflects the research and policy development work on assessment being undertaken internationally, and it particularly draws on the relevant work of the European Agency for Special Needs and Inclusive Education (the Agency). It first sets out to discuss the concepts of high quality inclusive assessment at policy, local area and school levels. It then provides a detailed account of the main policy issues and challenges that countries commonly face in the implementation of inclusive assessment and suggests ways to address these challenges. The concluding section summarises the main elements of a coherent assessment system that supports the inclusion of all learners.
Global Education Review, Sep 30, 2013
Teacher education issues are high on the policy agenda across Europe. The United Nations Conventi... more Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the (United Nations, 2007) argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes. This paper outlines the current policy agenda for teacher education for inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. The paper draws upon the work of the European Agency for Development in Special Needs Education (The Agency) project on Teacher Education for Inclusion (TE4I-more information is available from http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and on evidence gathered from discussions with over 450 European stakeholders in education-policy makers, school leaders, teachers, support staff, parents and learners. These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education. Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence. The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper.
Inclusive education across Europe: the move in thinking form integration for inclusive
Revista De Psicologia Y Educacion, 2010
Support for Learning, 2001
The NASEN policy document on Curriculum Access (NASEN, 2000) provides a clear and succinct summar... more The NASEN policy document on Curriculum Access (NASEN, 2000) provides a clear and succinct summary of the principles of curriculum access and key responsibilities of schools, local education authorities (LEAs) and central government. In addition to raising awareness of the main issues and responsibilities regarding curriculum access, the document could usefully be used in formulating or reviewing school or LEA policy and curriculum statements. Although there is still some debate about the nature of the curriculum for pupils with special educational needs, there is now a much greater consensus about the value of increasing curriculum breadth. The document recognises the entitlement of pupils to access the framework of the curriculum, which is deemed to be the basis of quality education for all pupils. The fact that the National Curriculum is not the whole curriculum is highlighted and as the recent guidelines from QCA (1998; 1999; 2001) stress, schools have some flexibility to take account of a wide range of needs.
PROSPECTS, 2011
Teacher education issues are high on the policy agenda across Europe. The United Nations Conventi... more Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion. Keywords Teacher education Á Inclusion Á European Agency for Development in Special Needs Education Education and training across Europe: The current policy agenda The OECD report Teachers matter (2005) recognizes that the demands on schools and teachers are becoming more complex, as society now expects schools to deal effectively with different languages and student backgrounds, to be sensitive to culture and gender issues, to promote tolerance and social cohesion, to respond effectively to disadvantaged students and students with learning and behavioural issues, to use new technologies, and to keep pace with rapidly developing fields of knowledge and approaches to student
Teacher education for inclusion across Europe
La nouvelle revue de l'adaptation et de la scolarisation, 2011
Former les enseignants a l’inclusion en EuropeLes questions liees a la formation des enseignants ... more Former les enseignants a l’inclusion en EuropeLes questions liees a la formation des enseignants ont une place prioritaire dans le programme politique a travers l’Europe et elles ont ete soulevees dans des nombreuses communications au niveau europeen comme au niveau international. Cet article propose de donner rapidement une vue d’ensemble du contexte politique actuel en matiere de formation a l’inclusion des enseignants en Europe. Cet article presentera aussi une information sur le projet de formation des enseignants a l’inclusion de l’Agence europeenne pour le developpement de l’education des personnes a besoins particuliers qui met l’accent sur certaines recommandations emergentes dans ce domaine de travail important. Le projet apporte certains elements de pratiques concretes comportant des rapports detailles sur la politique et les pratiques dans les pays membres, ainsi qu’une vaste bibliographie sur la litterature europeenne et internationale. Les informations sur le projet, de meme que les rapports sur la politique et les pratiques de tous les pays membres peuvent etre consultes sur : http://www.european-agency.org/agency-projects/teacher-education-for-inclusion
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Papers by Verity Donnelly