Zero Rejection Policy in Admission of Children with Special Needs - Myth or Reality

Purpose: To study the difficulties (if any) faced in the admission process of Children With Special Needs (CWSN) and the reason for these difficulties (if any) and also to suggest possible solutions for overcoming the difficulties.Methods: The data was collected from 16 resource teachers working in Delhi. The anecdotal narratives provided by resource teachers were qualitatively analyzed via content shifting.Results: Majority (more than 80 %) of the resource teachers faced lot of difficulties while acting as facilitator for admission of CWSN.Conclusion: Existing lack of awareness about the zero rejection policy by the school authorities (principal/head teacher), fear of accidents in the school, bullying of CWSN by non-CWSN, non-availability of resource teacher and the required support, were found to be the main challenges in implementation of zero rejection policy in admission of CWSN. The possible solution lies in preparing the regular teachers for addressing the needs of CWSN in the inclusive classroom and in turn making them responsible and accountable for teaching learning of CWSN, just like they are for children without special needs.

Strategi Pengembangan Mutu Sumberdaya Guru MISS Putri Sukorejo

The success in the development of national education sector needs to be supported by the various components and elements that exist in the education system. One of the most important elements in the education system is the availability of qualified human resources. Organizationally, the factor of human resources has a strategically important position in addition to other educational factors. This study, focused on the development strategy of the quality of teacher resources, using a qualitative approach. This study, focused on the development strategy of the quality of teacher resources, using a qualitative approach. The efforts and strategic steps MISS Putri Sukorejo in the development of quality resource teachers are as follows: a) Making the Vision, Mission and Objectives MISS Putri Sukorejo as target quality development resource teacher, b) Build teacher commitment, c) Building a Discipline, d) Meet the Teachers' Welfare, e) Changing Mindsets teacher / positive Character Building. Based on some analysis that we can know that the shape and development of quality resource strategy techniques MISS Putri Sukorejo teacher may be classified typology academy is a strategy used by attempting to develop "buy" and "make". Terms in this study as quality development resource teacher who performed "kaffah".

Partnership between a central agency and its schools

Central coordination characterises centralised education systems. Centralised systems pride themselves on efficient systemic planning for strategic foresightedness. This study investigates how educators fostered partnerships towards lateral networking propensities or laterality in a centralised system with hierarchical tendencies. A qualitative method was applied in examining newly formed centrally initiated, yet interest-based partnerships that were supported by central agency affordances. The concept of ‘champion resource’ – that is, teacher-leaders who champion particular innovations – is introduced to explain the integration of individual resources and collective efforts that can benefit teachers in their learning process through the appropriation of pedagogical innovations. We argue that tenets of partnerships drawn from studies conducted in decentralised systems can inform the dynamics of laterality in centralised systems. In our study, developing laterality starting from champion resource/teacher dyads was witnessed, and the aim is that the dyadic relationships can grow to multi-connected teacher-to-teacher laterality. We argue that the growth of this laterality is both cultivated by the ‘champion resource’ and afforded through centralised coordination efforts, which we will illustrate through the data from this study. We are in a unique position to study partnerships in a centralised system from the early stages of inception and towards laterality. This study has begun to clarify the possibilities of developing these partnerships systematically, and recommendations are made on how to advance partnerships in centralised systems.

Reading at the Middle Level: Change May Be Good, But Not Always Easy

Barnwell Middle School changed their reading model from a pull-out program to using one reading teacher as an educational resource teacher. What kind of changes did this make in the program, and what happened as the program was implemented?