scholarly journals Inclusive education in Italy: Historical steps, positive developments, and challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 249-263
Author(s):  
Dario Ianes ◽  
Heidrun Demo ◽  
Silvia Dell’Anna
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Medical Model ◽  
Monitoring And Evaluation ◽  
Positive Outcomes ◽  
Special Educational Needs ◽  
School Practices ◽  
Medical Model Of Disability ◽  
The Right

AbstractThe Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positive outcomes and ongoing challenges, especially those which could be of interest for international readers. The article is structured around three relevant themes: the persistent influence of an individual-medical model of disability on school practices; support opportunities and additional resources for inclusion; and monitoring and evaluation mechanisms and their role in the improvement of the quality of inclusion.

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 Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

2021 ◽  
Vol 18 (21) ◽  
pp. 11667
Author(s):  
Rosa-Eva Valle-Flórez ◽  
Ana María de Caso Fuertes ◽  
Roberto Baelo ◽  
Sheila García-Martín
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Experience ◽  
Global Scale ◽  
University Education ◽  
Special Educational Needs ◽  
University Professors ◽  
Study Results ◽  
Teacher Training Programs ◽  
The Right

The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.

scholarly journals THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

2020 ◽  
Vol 4 (4) ◽  
pp. 209-226
Author(s):  
GORDANA STANKOVSKA ◽  
IMRAN MEMEDI
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Right To Education ◽  
The Republic ◽  
The Right

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

Inclusive education policy and assurance of the quality of learning for children with disabilities

2018 ◽  
Vol LXXIX (2) ◽  
pp. 124-135
Author(s):  
Le Thi Thuy Hang
Keyword(s):  
Education Policy ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Inclusive Settings ◽  
Educational Situation ◽  
Inclusive Education Policy

The article analyzes the educational situation of students with disabilities in Vietnam. The author reviews legal acts regarding inclusive education. He also presents research aiming to determine the preparation level of preschool and school teachers in four Vietnamese regions to work in inclusive education. The results of the survey were compared with data obtained through direct observation of teachers' work in inclusive settings. It turned out that the declared level of teachers' preparation for inclusive education did not coincide with their real competences. Teachers overstated their degree of preparation to work in inclusion with students with disabilities. The author formulates a number of recommendations that are intended to improve the quality of education for students with special educational needs in Vietnam.

scholarly journals A Educação Inclusiva no Cotidiano Escolar: Práticas Vivenciadas na Escola Estadual Euclides da Cunha em Parnamirim - PE / Inclusive Education in Daily School: Practices Experienced at the Euclides da Cunha State School in Parnamirim - PE

2021 ◽  
Vol 15 (58) ◽  
pp. 167-176
Author(s):  
Paulo Victor Da Silva Costa ◽  
Diórgenes Gonçalves dos Santos
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Physical Space ◽  
Educational Needs ◽  
Pedagogical Practices ◽  
State School ◽  
Special Educational Needs ◽  
School Practices ◽  
The Face ◽  
Euclides Da Cunha

Resumo: O presente estudo objetiva analisar as práticas pedagógicas dos educadores, bem como suas visões sobre a inclusão de estudantes com deficiência na Escola Estadual Euclides da Cunha, no município de Parnamirim-PE. Para isto foi aplicado questionários semiestruturados, onde professores que atendem a este público na sala multifuncional responderam sobre questões direcionadas a temática em estudo e a realidade vivenciada na unidade escolar em pesquisa. Os resultados alcançados mostram que a instituição busca trabalhar oferecendo o melhor a esses alunos, porém ainda existe a necessidade de melhorias, em aspectos como a formação dos professores não capacitados para lidar com os alunos com necessidades educacionais especiais. A análise dos resultados permite concluir que a escola dispõe de espaço físico adequado, material didático adaptado e mesmo diante de algumas dificuldades, esses alunos têm um bom relacionamento com os professores e demais colegas.Palavras-Chave:  Inclusão, Necessidades educacionais especiais, Práticas docentes Abstract:This study aims to analyze the pedagogical practices of educators, as well as their views on the inclusion of students with disabilities in the Euclides da Cunha State School, in the municipality of Parnamirim-PE. For this, semi-structured questionnaires were applied, where teachers who serve this audience in the multifunctional room answered questions directed at the theme under study and the reality experienced in the school unit under study. The results achieved show that the institution seeks to work by offering the best to these students, but there is still a need for improvements in aspects such as the training of teachers who are not qualified to deal with students with special educational needs. The analysis of the results allows us to conclude that the school has adequate physical space, adapted teaching material and even in the face of some difficulties, these students have a good relationship with the teachers and other colleagues. Keywords: Inclusion, Special educational needs, Teaching practices

scholarly journals CONTINUITY AS A BASIS FOR THE QUALITY OF INCLUSIVE EDUCATION

2017 ◽  
Vol 2017 (3) ◽  
pp. 26-34
Author(s):  
Борис Невзоров ◽  
Boris Nevzorov ◽  
Нина Загузина ◽  
Nina Zaguzina ◽  
Алексей Боков ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Education ◽  
Career Guidance ◽  
Professional Activity ◽  
Technical Equipment ◽  
School Students ◽  
The Disabled ◽  
The Right

The article presents the graded model of continuous inclusive education for individuals with disabilities. It describes in brief the content of work within each grade. The importance of psycho-pedagogical support for students with disabilities over a period of training is pointed out. Besides, data are given about the special conditions for inclusive education and their impact on the quality of education. It contributes the idea to establish the Regional Resource Center of continuous inclusive education for liaising with the participants of the process in all grades. Professional self-determination among secondary school students with disabilities is a topical issue in social pedagogy. To arrange the supplementary education for children with disabilities it is necessary to provide facilities which include special software, methodological and didactic materials, special technical equipment for teaching in groups and for individuals. Moreover, there should be a guarantee of unassisted access to the building, education aid, and the assistant to provide an adequate technical aid for this category of children - in conducting classes for groups as well as individuals with special needs. As a whole these make up an environment inducing to master education programs by students with disabilities. Attempts are made to develop a mechanism of an easy pass from one level (grade) of education to another - to make the process of education consistent. So, there should be qualified career guidance at elementary schools with due regard for ICD code - to help the disabled students to choose the direction in professional education. The right target for future profession, corresponding to health and medical advice, enables the students with disabilities to realize their potential in professional activity.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Application of statistical methods in studying personality of people with disabilities

2020 ◽  
pp. 27-37
Author(s):  
Tatyana Petrovna Budyakova ◽  
Galina Viktorovna Baturkina
Keyword(s):  
Qualitative Methods ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Small Sample ◽  
Special Educational Needs ◽  
Test Analysis ◽  
Wide Range ◽  
The Subject ◽  
Limited Health ◽  
Quantitative And Qualitative Methods

The subject of this research is the question of balance in application of quantitative and qualitative methods of research in studying the problems of inclusive education and personality with special educational needs. The goal is to demonstrate that the use of qualitative methods gives objective results even on the small sample of persons under test. The novelty consists in proving the fact that qualitative methods of research have substantial priority in examination of inclusive problems of inclusive personality. The conducted empirical research illustrated that it is possible to effectively identify coping strategies for the students with limited health conditions as well as normotypical, using the autobiographical method on the small sample of persons under test. Analysis of the problems of inclusive education oriented towards considering inclusive needs of the students with disabilities can be efficiently realized using the methods that do not suggest studying the large array of information and wide range of participants of the research. The absence of quantitative data processing in qualitative research of inclusive education is not considered a shortcoming of such research.  

Effective Practices for Teaching All Learners in Secondary Classrooms

2020 ◽  
Author(s):  
Kate de Bruin
Keyword(s):  
Secondary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Large Body ◽  
Medical Model ◽  
Social Model ◽  
Effective Teacher ◽  
Secondary Classrooms ◽  
School Students ◽  
Regular School

It is important to consider inclusive and effective teacher practices in secondary classrooms as distinct from other schooling levels and settings. Many years of inclusive education reforms have brought about increases in the numbers of students with disabilities who are educated in the regular school system. However, progress has been slower for secondary school students with disabilities, who remain more likely to be segregated from their peers and to receive a poorer-quality education, when compared to their primary school counterparts. This is because many barriers to student inclusion remain entrenched in the structure and organization of secondary schooling systems. These barriers often arise from seeing difficulties in learning and participating through a medical model and thus requiring diagnostic verification and specialist support, instead of seeing student difficulties in learning as arising from a social model of disability, in which student participation and progress are hampered by poor design or inflexibility in teaching practices and a lack of access to support. A large body of research exists to support the case for using a range of school-wide organization as well as classroom-based practices that effectively overcome these barriers, and provide high-quality and equitable academic and social supports to all students in the secondary school classroom. Those that foster collaboration and effective relationships between professionals and students, and that provide access to support on the basis of need rather than diagnosis, have been found to produce supportive environments in which diversity is valued, equity is maximized for all students, and social and academic outcomes are improved for all students.

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