[TABLE 2 ABOUT HERE] Whilst the exosystem is conceptualized as being outside of the agency, it has direct learner’s implications in the context of an ecology of inclusive education given it includes aspects such as the curriculum policies of the educational setting, budget allocations in a given year to support children and young people with particular types of needs. With reference to the of inclusive Anderson et al (2014) report that this system includes ‘ecology education’ structures, teaching and non-teaching staff, school culture, values and ‘school leadership ideology, authority and collaborative patterns (leaders, staff, students, parents, community), support structures, resource allocation, school rituals, school policies and procedures and the student cohort. Table 3 provides examples of support strategies provided by visiting teachers in the exosystem for facilitating curriculum access that reflect the to and ‘access learning’ to approaches. ‘learning access’ [TABLE 3 ABOUT HERE] The captures the current key drivers for change in inclusive education at macrosystem national and international levels and includes for example, the prominence given to inclusion as part of an international broader a focus on learners with special ‘rights’ agenda, educational needs in national contexts being actively engaged in decisions about their future. As such it provides scope for examining and comparing different national as well as international agendas and policy developments. As Anderson et al. (2014) note in relation to an of inclusive this system the varying contexts in which ‘ecology education’, ‘encompasses the school exists social, political, historical and global as well as other factors such as the – – education system or systems, current agendas (standardisation of student achievement and professional performance; increased accountability), and, if applicable, a mandated Specialist teachers may not engage directly within this on a curriculum.’ (p30). ‘system’ regular basis. They may however have opportunities to do so through feeding in on behalf of, as well as providing opportunities for, children and young people to input to, for example regional and/or national consultations on provision for children and young people with particular types of educational need (e.g. McCracken and McLinden, 2014).
[TABLE 2 ABOUT HERE] Whilst the exosystem is conceptualized as being outside of the learner’s direct agency, it has implications in the context of an ecology of inclusive education given it includes aspects such as the curriculum policies of the educational setting, budget allocations in a given year to support children and young people with particular types of needs. With reference to the ‘ecology of inclusive education’ Anderson et al (2014) report that this system includes ‘school leadership structures, teaching and non-teaching staff, school culture, values and ideology, authority and collaborative patterns (leaders, staff, students, parents, community), support structures, resource allocation, school rituals, school policies and procedures and the student cohort. Table 3 provides examples of support strategies provided by visiting teachers in the exosystem for facilitating curriculum access that reflect the ‘access to learning’ and ‘learning to access’ approaches. [TABLE 3 ABOUT HERE] The macrosystem captures the current key drivers for change in inclusive education at national and international levels and includes for example, the prominence given to inclusion as part of an international broader ‘rights’ agenda, a focus on learners with special educational needs in national contexts being actively engaged in decisions about their future. As such it provides scope for examining and comparing different national as well as international agendas and policy developments. As Anderson et al. (2014) note in relation to an ‘ecology of inclusive education’, this system ‘encompasses the varying contexts in which the school exists – social, political, historical and global – as well as other factors such as the education system or systems, current agendas (standardisation of student achievement and professional performance; increased accountability), and, if applicable, a mandated curriculum.’ (p30). Specialist teachers may not engage directly within this ‘system’ on a regular basis. They may however have opportunities to do so through feeding in on behalf of, as well as providing opportunities for, children and young people to input to, for example regional and/or national consultations on provision for children and young people with particular types of educational need (e.g. McCracken and McLinden, 2014).
Final_Manuscript_BJVI_March_14_2016_1_.docx