scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals INFORMATION TECHNOLOGY OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS PREPARATORY TO SCHOOL

2017 ◽  
Vol 3 ◽  
pp. 81
Author(s):  
Ilga Prudņikova ◽  
Jekaterina Jankovska
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern Learning ◽  
Information And Communication

Modern educational process is a qualitative condition in preparation of children with special educational needs for school. Information and communication technologies incorporation in the educational process is a requirement of modern learning environment. Preparation of children with special needs for school, inclusive education and individual approach is possible with innovative methods in the educational process in preschool. On one hand, information and communication technologies are learning environment improvement factors, as well as a challenging factor for teachers affecting teachers’ professional competence development.

scholarly journals Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

2021 ◽  
Vol 6 ◽  
pp. 43-57
Author(s):  
Zofia Pomirska
Keyword(s):  
Learning Environment ◽  
Educational Policy ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Legal Aspects ◽  
Special Educational Needs ◽  
Environment Friendly ◽  
Inclusive Approach ◽  
Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

scholarly journals The role of learning environment in teaching English in the context of inclusive education

2020 ◽  
Vol 99 (3) ◽  
pp. 54-61
Author(s):  
L Moiseeva ◽  
◽  
D Assanova ◽  
D Shalbayeva ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Teaching English ◽  
Disabled Students ◽  
Study Results ◽  
Significant Difference ◽  
Main Components

The article discusses the basic principles of inclusive education in a comprehensive school for students with special educational needs at the English lesson from the perspective of their application in the educational process. The concept of «inclusive education» and its significant difference from the «integrated education», pointing to the availability/non-availability of the learning environment adaptation to students with special educational needs, have been studied as well. The application of the learning environment theory when teaching English within the inclusive education and its main components have also been examined. The study reveals English teachers’ basic needs for creating learning environment teaching techniques in the context of the inclusive education. It also defines the concept «learning environment» and its main components. The study results conducted to define the availability/non-availability of a barrier-free learning environment, in particular, in English classrooms for implementing the inclusive education principles, have been shown and analyzed. The ways to create learning environment at the English lessons, promoting a respectful assistance to disabled students when learning English, have been studied. The group training and other teaching methods, promoting the development of disabled students’ communicative and other skills while interacting with classmates in English classes, are given

scholarly journals Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Jenny Maurer ◽  
Angelika Becker ◽  
Johanna Hilkenmeier ◽  
Monika Daseking
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Educational Needs ◽  
Self Report ◽  
Stressful Situation ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Special Schools ◽  
School Closures ◽  
Inclusive Schools

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

scholarly journals Guidance and Counselling for Pupils with Special Educational Needs in Accra, Ghana: Implications for Inclusive Education

2020 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Study Data ◽  
Service Access ◽  
Special Educational Needs ◽  
Special Schools ◽  
Guidance Services ◽  
Counselling Services ◽  
Interview Guide ◽  
Mixed Method Design

Pupils with special educational needs require guidance and counselling services to overcome their social and psychological challenges. The study explored available guidance and counselling services in three special schools in Ghana. The concurrent triangulation mixed- method design was used. The samples of pupils (88) and staff (3), comprising administrators and guidance and counselling coordinators were purposively selected for the study. Data were collected with a questionnaire and an interview guide. Quantitative data was analysed using descriptive statistics, specifically, frequencies and percentages while in the qualitative analysis, the thematic approach was used. The importance of guidance services was prevalent. The facility enabled discussions regarding pupils’ educational goal construction, career plan development and solving relationship problems among pupils, their staff and parents. Regional Education officers were subsequently recommended to liaise with their counterparts at the Guidance and Counselling and Special Education Regional offices to monitor special schools, which will enable them to ensure widened service access and effective implementation.

scholarly journals MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL

2019 ◽  
Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Education System ◽  
Education Institution ◽  
Educational Needs ◽  
Integral Model ◽  
Experimental Program ◽  
Special Educational Needs ◽  
Rights Of The Child ◽  
Inclusive Learning

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 119-138
Author(s):  
Monika Skura
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Severe Disabilities ◽  
Educational Needs ◽  
Vital Role ◽  
Special School ◽  
Special Educational Needs ◽  
Special Schools ◽  
Unrealistic Expectation ◽  
Inclusive Society

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

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