UNESCO Inclusion Policy and the Education of School Students with Profound Intellectual and Multiple Disabilities:Where to Now?

Gordon Stuart Lyons · Michael Arthur‐Kelly

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Disability Rights and Representation Inclusion and Disability in Education and Sport Inclusive Education and Diversity

Abstract

The education of school students with profound intellectual and multiple disabilities presents diverse challenges to practitioners, families and policymakers. These challenges are philosophically and ethically complex, and impact curriculum, assessment and pedagogy. Given the international ascendancy of both the UNESCO Policy Guidelines on inclusion in education and the principles of inclusion for people with disabilities with respect to human services policy and practice, the authors build on their previous work to advocate for renewed debate about the nature of school education for these students, and put forward four pathways to inform this debate.

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References

2007Visible Learning for Teachers: Maximizing Impact on Learning 1996Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis 1996Authentic Pedagogy and Student Performance 2011The Irregular School: Exclusion, Schooling and Inclusive Education 2008International trends in inclusive education: the continuing challenge to teach each one and everyone 2008Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education 2012Universal design for learning in the classroom : practical applications /2000Teachers Attitudes toward Their Included Students with Disabilities

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2024Curriculum Decision-Making for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties

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