Building resilience of students with disabilities in China: The role of inclusive education teachers

2017 ◽  
Vol 67 ◽  
pp. 125-134 ◽  
Author(s):  
Guanglun Michael Mu ◽  
Yang Hu ◽  
Yan Wang
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Building Resilience

scholarly journals A INCLUSÃO ESCOLAR DE JOVENS E ADULTOS COM DEFICIÊNCIAS: AÇÕES GESTORAS NECESSÁRIAS

2018 ◽  
Vol 11 (3) ◽  
pp. 506
Author(s):  
Julimar Santiago Rocha ◽  
Antonio Amorim ◽  
Maria Da Conceição Alves Ferreira ◽  
Mariana Moraes Lopes
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
National Policy ◽  
School Management ◽  
Management Team ◽  
Inclusive School ◽  
Municipal Schools ◽  
Multiple Case ◽  
The Right

We are living today the challenge of instrumentalizing schools in a way that meets all the subjects respecting diversity. It is up to school management to work collectively to consolidate public educational policies that ensure the right to education for all. Managing actions become even more necessary when we perceive the increase of students with disabilities who reach the Youth and Adult Education Mode, leading us to understand the role of the management team in the construction of an inclusive school. The objective was to analyze the planning of actions of the school that contemplates the realization of the national policy of special education with focus on the execution and evaluation of these actions. Through of a qualitative approach and study of multiple case, in two municipal schools in Salvador, involving 16 subjects, we investigated if the official documents of the school contemplate actions that aim the inclusion of the person with disability in the EJA and how the management team manages the resources for the reach of them. The research reveals the need to redefine the internal performance of the manager, to achieve bigger articulation between the school management and the municipal secretaria for the implementation of an inclusive education in the EJA.

Inclusive Practices for Speech Language Pathologists

2019 ◽  
pp. 167-189
Author(s):  
Alex R. Pitre
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Inclusive Practices ◽  
Speech Language Pathologists ◽  
Speech Pathologist ◽  
Staff Research ◽  
Administrative Strategies ◽  
Administrative Responsibilities

The purpose of this chapter is to identify and describe the current state of inclusive practices in terms of service delivery for speech language pathologists (SLP) and to identify administrative responsibilities in supporting inclusive practices. Identifying and describing effective practices of inclusion for students with disabilities is a challenging and complex task. This chapter begins by giving a brief historical overview of inclusive education, identifying the role of the speech pathologist in schools, identifying how SLPs work with families, teachers, and staff, research on effective administrative strategies in leading inclusive schools and supporting SLPs, describing inclusive education, choosing types of service delivery, models of inclusion, statistical facts, and conclusion.

DESCRIPTION OF THE MODEL OF INTERSTATE AND INTERSECTORAL INTERACTION ON SUPPORT AND DEVELOPMENT STUDENTS OF HIGH SCHOOLS WITH DISABLED HEALTH OPPORTUNITIES

2017 ◽  
pp. 14
Author(s):  
Olga Koriakovtseva ◽  
Tatyana Bugachuk
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Role ◽  
The University

The authors of the article draw attention to the problem of the humanization of higher education, emphasize the special role of the teacher in working with students with disabilities, the specifics of inclusive education in the university and the importance of interagency partnership in this field.

scholarly journals Analisis penggunaan model think talk and write berbantuan video pada mahasiswa disabilitas

2020 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Etriana Meirista ◽  
Mitra Rahayu ◽  
Karlina Wong Lieung
Keyword(s):  
Special Needs ◽  
Student Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Descriptive Analysis ◽  
Active Role ◽  
Analysis Data ◽  
Students With Special Needs ◽  
Working Together

Abstract: This research is based on findings in the field regarding the existence of children with special needs in the regular classrooms where researchers teach. Students with special needs in the class show symptoms of forfeit and difficult to blend with normal friends in general in class. The situation that occurs is that students with special needs are very enclosed in class, not actively participating in lectures. The independence of students in doing assignments is very low. The existence of an inclusive education curriculum motivates researchers to continue to be able to provide educational services for all students without exception. Students with disabilities referred to in this study were one deaf student and one speech impaired student. This study will describe the independence and motivation of student learning in the classroom with the application of the cooperative model Think Talk and Write (TTW). The research method uses descriptive analysis. Data collection techniques by observation, interview and documentation. The collected data is then analyzed qualitatively including data reduction, data presentation and drawing conclusions. The results showed that the independence and motivation of student learning tended to be good with the active role of the teacher in applying the appropriate learning model. The communication difficulties that existed among students in the class were successfully overcome by the active role of all students in working together in discussion groups.  Keywords: hearing impaired, speech impaired, independence Abstrak: Penelitian ini didasari atas temuan di lapangan mengenai keberadaan anak berkebutuhan khusus di kelas reguler tempat peneliti mengajar. Mahasiswa berkebutuhan khusus di kelas tersebut menunjukkan gejala menarik diri dan sulit berbaur dengan teman-teman normal pada umumya di kelas. Keadaan yang terjadi adalah mahasiswa berkebutuhan khusus tersebut sangat tertutup di kelas, tidak berpartisipasi aktif dalam perkuliahan. Kemandirian mahasiswa berkebutuhan khusus dalam mengerjakan tugas sangat rendah. Adanya kurikulum pendidikan inklusi memotivasi peneliti untuk tetap dapat memberikan layanan pendidikan bagi seluruh mahasiswa tanpa terkecuali. Mahasiswa berkebutuhan dimaksud dalam penelitian ini adalah satu orang mahasiswa tuna rungu dan satu orang mahasiswa tuna wicara. Penelitian ini akan mendeskripsikan kemandirian dan motivasi belajar mahasiswa di kelas dengan penerapan model kooperatif tipe Think Talk and Write (TTW). Metode penelitian menggunakan analisis deskriptif. Teknik pengumpulan data dengan observasi, wawancara dan dokumentasi. Data yang terkumpul kemudian dianalisis secara kualitatif meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemandirian dan motivasi belajar mahasiswa cenderung baik dengan adanya peran aktif guru dalam mengaplikasikan model pembelajaran yang sesuai. Kesulitan komunikasi yang ada diantara mahasiswa di kelas berhasil diatasi dengan peran aktif seluruh mahasiswa dalam bekerja bersama dalam kelompok diskusi. Kata kunci: tunawicara, tunarungu, motivasi, kemandirian

Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities

2019 ◽  
Vol 24 (4) ◽  
pp. 424-439
Author(s):  
Christopher Johnstone ◽  
Paul Edwards
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
International Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Undergraduate Students ◽  
Universal Design ◽  
Student Mobility ◽  
The United States

Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

scholarly journals Guterman L.A. Resource Educational and Methodological Center for the Education of Persons with Disabilities as a Resource for the Development of Inclusion in a University

2019 ◽  
Vol 11 (3) ◽  
pp. 57-71
Author(s):  
G.G. Saitgalieva ◽  
L.G. Vasina ◽  
L.A. Guterman
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Institution ◽  
Disabled Persons ◽  
Educational Process ◽  
Persons With Disabilities ◽  
The Russian Federation ◽  
Education Of Students ◽  
The University

The article analyses the activities of the Resource Training and Methodological Centre for the Education of Disabled Persons and Persons with Disabilities (hereinafter referred to as the RUC) at the university on the basis of which it was established. The data of monitoring studies and questionnaires conducted by the RUC in 2017–2018 on parameters that are today key in assessing the state of higher inclusive education in any university of the Russian Federation are given. The analysis of a condition of the main activities of RUMTs in higher education institution is carried out. On the basis of the generalization and systematization of the data, the specifics of the work of the center within the university on the basis of which it was created are determined. The problems identified as a result of monitoring studies and questionnaires have led to the identification of the main paths of further activities of the RUC at the university on the basis of which it was established. Inclusive education of students with disabilities is the most important factor in the activation of resources of all subjects of the educational process, including structural divisions of the university, which accompany the process of education of this category of students. The synthesis of the types of works implemented in 2016–2018 and the implementation of monitoring studies by the Resource Educational and Methodological Center for the Education of Disabled Persons and Persons with Disabilities of the Ministry of Health makes it possible to speak about the significant role of this center in the development of the inclusive educational environment of the university.

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