TY - JOUR
T1 - A Disability Rights in Education Model for evaluating inclusive education
AU - Peters, Susan
AU - Johnstone, C.
AU - Ferguson, P.
PY - 2005
Y1 - 2005
N2 - Current models for evaluating inclusive education programs tend to examine surface-level stricture of day-to-day practices in the organization and operation of schools and also lack significant input from disabled people. In response, the authors have developed a DRE Model to understand and evaluate effective Inclusive Education that is derived from reports of international consumer organizations such as Disabled People's International, Inclusion International, and the World Institute on Disability. The DRE Model draws from the interdisciplinary field of disability studies and is based on the philosophy that disability must be approached in its full social dimension as one of the central elements in every culture's response to the full range of human difference. Conceptually, the DRE Model allows people to look at developments in Inclusive Education across widely disparate local and international contexts. An inclusive education project in Lesotho is described and analysed to explain the DRE Model's dynamic processes more concretely, and to demonstrate its potential utility for evaluation and future planning.
AB - Current models for evaluating inclusive education programs tend to examine surface-level stricture of day-to-day practices in the organization and operation of schools and also lack significant input from disabled people. In response, the authors have developed a DRE Model to understand and evaluate effective Inclusive Education that is derived from reports of international consumer organizations such as Disabled People's International, Inclusion International, and the World Institute on Disability. The DRE Model draws from the interdisciplinary field of disability studies and is based on the philosophy that disability must be approached in its full social dimension as one of the central elements in every culture's response to the full range of human difference. Conceptually, the DRE Model allows people to look at developments in Inclusive Education across widely disparate local and international contexts. An inclusive education project in Lesotho is described and analysed to explain the DRE Model's dynamic processes more concretely, and to demonstrate its potential utility for evaluation and future planning.
UR - http://www.scopus.com/inward/record.url?scp=33751521100&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33751521100&partnerID=8YFLogxK
U2 - 10.1080/1360311042000320464
DO - 10.1080/1360311042000320464
M3 - Article
AN - SCOPUS:33751521100
SN - 1360-3116
VL - 9
SP - 139
EP - 160
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 2
ER -