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Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center

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dc.contributor.author Rollan, Kamila
dc.date.accessioned 2019-02-07T05:05:23Z
dc.date.available 2019-02-07T05:05:23Z
dc.date.issued 2018-12
dc.identifier.citation Rollan, Kamila (2018) Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center. Nazarbayev University Graduate School of Education. en_US
dc.identifier.uri http://nur.nu.edu.kz/handle/123456789/3726
dc.description.abstract This case study highlights a teacher’s struggle to include a student with autism spectrum disorder into a classroom, where there is already a maximum number of students with special educational needs compliant to the principle of the natural proportions. This study provides a narrative of an ethical dilemma faced in the realization of the educational inclusion of a child with special needs. The case raises the following question: where is the line between adhering to the principles of the natural proportions and excluding a student? This qualitative narrative study facilitates a critical reflection of the dilemma in the inclusive educational leadership, when difficult decisions need to be made. en_US
dc.language.iso en en_US
dc.publisher Nazarbayev University Graduate School of Education en_US
dc.rights Attribution-NonCommercial-ShareAlike 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/us/ *
dc.subject inclusive education en_US
dc.subject students with disabilities en_US
dc.subject dilemma en_US
dc.subject principles en_US
dc.subject the policy of proportion en_US
dc.title Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center en_US
dc.type Article en_US
workflow.import.source science


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