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 The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

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 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

Inclusion on the Agenda in Four Different School Contexts in Canada (Ontario, Manitoba, New Brunswick and Québec)

2009 ◽  
Vol 4 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Nathalie Bélanger ◽  
Nathalie A. Gougeon
Keyword(s):  
New Brunswick ◽  
Case Studies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Research Project ◽  
School Contexts ◽  
Inclusive Approach ◽  
Canadian Provinces

Four case studies from four different Canadian provinces (Ontario, Manitoba, New Brunswick, and Québec) are examined in order to better understand meanings given to an inclusive approach in education, as it is defined and experienced by the actors, practitioners, parents, and students. The data examined in this article come from a larger research project which aimed at documenting what are deemed ‘inclusive educational initiatives’, both in Canada and internationally. The article begins with a brief overview of the theoretical literature in which inclusive education has been discussed followed by a brief description of the case studies examined. It goes on to explain the conditions that were put in place following each province's policies regarding special educational needs and their evolution. The results discussed are school priorities and/or teaching strategies, life in the schools and the involvement of various actors, as well as the resources available and used in each context.

The ICT and New Scenarios for Diversity

2020 ◽  
Vol 7 (8) ◽  
pp. 461-474
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

scholarly journals Comparative Analysis of Inclusive Education in Germany and Sweden

2021 ◽  
Vol 18 (2) ◽  
pp. 90-99
Author(s):  
E.V. Tretyak
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Equal Access ◽  
Children With Special Needs ◽  
Access To Education ◽  
Special Educational Needs ◽  
The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

scholarly journals Ukrainian model of implementation of inclusive education

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 287-297
Author(s):  
Veronika Yesina ◽  
◽  
Olha Shirobokova ◽  
Olena Malovichko ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Boarding School ◽  
Educational Needs ◽  
Educational Environment ◽  
Equal Access ◽  
Access To Education ◽  
Special Educational Needs ◽  
Approach To Learning ◽  
Inclusive Approach

The level of development of society, achievements in the establishment of the principles of humanism and democracy can be determined in relation to children with special needs. The article touches upon the problem of introducing an inclusive approach to learning in the educational environment. The inclusive model is an alternative to the boarding school system (special education) and provides for equal access to education for students with special educational needs, creates conditions in which they study in the general educational environment at the place of residence. In recent years, Ukraine has been actively developing inclusive education and creating common approaches to the education of children with special educational needs, according to which every child is covered by learning, adapted and successfully socialized in society.

scholarly journals Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Caroline Desombre ◽  
Marine Delaval ◽  
Mickaël Jury
Keyword(s):  
Social Support ◽  
Pilot Study ◽  
Educational Policy ◽  
Inclusive Education ◽  
World Wide ◽  
Educational Needs ◽  
Causal Link ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Teachers Attitudes

Inclusive education is at the heart of educational policy world-wide. Teachers' attitudes toward inclusive education, which are often associated with the success of the policy, have been studied extensively. Various factors related to teachers, students with special educational needs (SEN) and different specific contexts have been identified. In the current study, we explored the influence of social support on teachers' attitudes toward inclusive education. In a pilot study implying teachers, we replicated, in the French context, previous results showing a correlational link between social support and attitudes toward inclusion. Specifically, we showed that the more social support they perceived with regard to their attempts to include students with SEN, the more positive the teachers' attitudes toward inclusive education. In an experiment involving 314 teachers we then explored the causal link between these variables. Results showed that highlighting the support teachers receive improves their attitudes in comparison with highlighting a lack of support or a control condition in which support is not mentioned. These studies show the importance of supporting inclusive education in the schools. This support can be provided in different ways (emotional, informational, instrumental, etc.) and by different actors (colleagues, supervisors).

scholarly journals Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs

2016 ◽  
Vol 12 (10) ◽  
pp. 188
Author(s):  
Udeme Samuel Jacob ◽  
Angela Nneka Olisaemeka
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
21St Century ◽  
Educational System ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Age Appropriate ◽  
Special Classes

This paper examined parameters and opportunities for learners with special educational needs in an effective inclusive education as it relates to 21st century. It differentiated inclusive education from mainstreaming and integration and went further give a comprehensive meaning to the term inclusive education. Some of the benefits of this inclusive education are multicultural learning environment, socialization and the development of the child. Parameters identified for effective inclusive education are placing the child in age appropriate grade place, no special classes or schools and cooperative learning practiced where teachers can share ideas for improvement of the educational system. Conclusion was made on the need for inclusive education.

Sign in / Sign up

Export Citation Format

Share Document