scholarly journals Social policy and law regarding education and equal social integration of persons with disabilities: model and lessons learned

2014 ◽  
Vol 9 ◽  
Author(s):  
Tavee Cheausuwantavee
Keyword(s):  
Content Analysis ◽  
Law Enforcement ◽  
Human Resource Development ◽  
Inclusive Education ◽  
Transition Services ◽  
Assistive Technologies ◽  
Educational Equality ◽  
Consciousness Raising ◽  
Persons With Disabilities ◽  
Positive Attitudes

Background: Little is known about the overview of legal essences and their enforcement regarding educational provisions for persons with disabilities (PWDs) in Thailand.Objectives: It aims to 1) comprehensively review, establish and launch model regarding reformation of policy and law, 2) identify results of law enforcement as a past decade, present as a lesson learned on educational provisions for PWDs through consciousness raising of stakeholders.Methods: This research is participation action research (PAR) and content analysis. As PAR, the two research sites with 13 and 15 participants as private and public education centres for PWDs respectively were voluntarily and purposively selected. Those participants included teachers, administrators, parents of PWDs. As content analysis, the results of two previous research projects were collected. Those data were analyzed by interpretation and analytic induction.Findings: Even the rights of PWDs were more concerned by society than the past decade, but educational provisions for PWDs have still challenged and should be mainly promoted on 1) positive attitudes toward PWDs, 2) particular skills and knowledge of teachers as IEP, inclusive education and transition services 3) reasonable accommodation and assistive technologies, 4) human resource development. As PAR, inclusive education was mainly concerned by participants. It reflected what participants coped with and how they solved comprehensively.Discussion: Problems and ineffective law enforcement on educational provisions for PWDs in Thailand existing like previous studies in other developed and developing countries. Positive attitudes of society toward PWDs, collaboration, consciousness raising and patience among stakeholders are the key success of educational provisions for PWDs in which can be enhanced through PAR.Conclusion: The majority of law enforcement and educational equality of PWDs were still ineffective and discriminated. Thus, role of parents and private centers as well as positive attitudes and collaboration among stakeholders need to be systematically promoted.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

scholarly journals On the Issue of Assessing the Inclusive Process in an Educational Organization: a Pilot Study

2019 ◽  
Vol 11 (4) ◽  
pp. 121-132 ◽  
Author(s):  
S.V. Alekhina ◽  
Y.V. Melnik ◽  
E.V. Samsonova ◽  
A.Yu. Shemanov
Keyword(s):  
Content Analysis ◽  
Pilot Study ◽  
Inclusive Education ◽  
Educational Environment ◽  
The State ◽  
Inclusive Process ◽  
Educational Organization ◽  
Persons With Disabilities ◽  
World Community ◽  
The World

The orientation adopted by the world community towards the development of inclusive education requires the development of effective approaches to the assessment and development of inclusion that focus on national and regional specifics. The article presents the results of a pilot study of indicators of the state of the inclusive process by interviewing experts with subsequent content analysis. The possibility of applying an activity-based approach to creating an educational environment (V.V. Rubtsov, I.M. Ulanovskaya and others) as the basis for the implementation of inclusion in an educational organization is being investigated; indicators are proposed for assessing its inclusiveness on the basis of the activity approach with the addition of their value-based approach to assessing the educational environment (S.L. Bratchenko). The answers of the experts correspond to the prevailing understanding of inclusion in Russia (inclusion of persons with disabilities), and experts give priority to indicators of adaptation of individuals, rather than to the results of their mastering the program. The conclusion is drawn about the productivity of the activity approach to the development of inclusion in the educational organization and the compliance of the criteria developed for the inclusion of the educational environment based on the activity approach with the main domestic and foreign scientific developments on this issue.

scholarly journals Employment for Persons with Disabilities in Thailand: Opportunities and Challenges in the Labor Market

2021 ◽  
Vol 29 ◽  
pp. 384-400
Author(s):  
Tavee Cheausuwantavee ◽  
◽  
Sakulthip Keeratiphanthawong ◽  
Keyword(s):  
Labor Market ◽  
Assistive Technologies ◽  
Unskilled Labor ◽  
Employment Services ◽  
Persons With Disabilities ◽  
Working Environments ◽  
Positive Attitudes ◽  
Reasonable Accommodations ◽  
The Difference ◽  
And Training

This mixed-methods study aimed to examine the current situation of the enforcement of laws for the employment of persons with disabilities (PWDs), and the difference in perspectives between PWDs and employers in Thailand. Results showed that there were only 8% of PWDs employed in competitive labor markets. The most relevant jobs from the employer’s perspectives for PWDs were unskilled labor. The majority of PWDs sought to be employed with essential support, including housing and transportation, in the mainstream open labor market. At the same time, employers were usually more concerned about particular approaches and accessible working environments for PWDs. Thus, this perspective gap was one reason for the low rate of employment of PWDs. In sum, there have been many challenges for the employment of PWDs in Thailand. Ways to improve career development for PWDs include the provision of suitable education and training, housing or dormitories located near workplaces, assistive technologies and reasonable accommodations in workplaces, and customized employment services for employed PWDs. Furthermore, positive attitudes, understanding, and collaboration between employers and PWDs should continuously be promoted.

scholarly journals Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

2018 ◽  
Vol 6 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Andrea Broderick
Keyword(s):  
Inclusive Education ◽  
Capability Approach ◽  
National Level ◽  
Human Potential ◽  
Educational Equality ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Mainstream Society ◽  
The Right ◽  
The Capability Approach

The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

scholarly journals THE ATTITUDES OF STUDENTS OF HUMANITIES TOWARD PEOPLE WITH DISABILITY AND INCLUSIVE EDUCATION

2021 ◽  
Vol 4 (1) ◽  
pp. 53-67
Author(s):  
Bojana Arsić ◽  
Svetlana Todorov ◽  
Anja Gajić ◽  
Aleksandra Bašić ◽  
Dragana Macešić-Petrović ◽  
...  
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Attitudes Toward Inclusion ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
Previous Contact ◽  
Key Words Attitudes

Although the attitudes toward people with disabilities had improved, there is still evidence that they remain stigmatized. The aim of this research was to determine the differences in attitudes toward people with disabilities among participants based on their sociodemographic characteristics and attitudes toward inclusive education. The sample consisted of 261 students that were surveyed using the Multidimensional Attitudes Scale toward Persons with Disabilities, and a questioner designed by the authors regarding attitudes toward inclusion. Students who have had previous contact with people with disabilities had more positive attitudes. The majority of them had positive attitudes towards inclusive education and had the opinion that children who are enrolled in inclusive classes do not disrupt typically developing children‟s‟ educational process. It is of great importance to examine attitudes of students toward people with disabilities, because it is considered that attitudes of students represent future attitudes of the population. Key words: attitudes, students, disability, inclusion.

Teachers' Use of Assistive Technologies in Education

2017 ◽  
pp. 86-101
Author(s):  
Vicki Donne ◽  
Mary Hansen
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Knowledge Use ◽  
Persons With Disabilities ◽  
Business Educators ◽  
Use Of Technology ◽  
Students With A Disability ◽  
Additional Education ◽  
General Education Classrooms

Today's educational landscape is complex and ever-changing. Technology continues to develop and advance the quality and scope of instructional methods being utilized across educational settings. At the same time, inclusive education, where persons with disabilities are included into general education classrooms, has become a world-wide initiative. Yet access of students with a disability to assistive technologies, which constitute equipment, devices, or software used to increase, maintain, or improve their capabilities, is limited. Limited student access is due in part to both limited teacher knowledge of and access to such assistive technologies. Even in the business education curriculum where technology courses are offered, teachers are not using potentially helpful technologies for students with a disability who are included in their classrooms. To that end, this chapter reports on business educators' knowledge, use, training and preparation related to teaching students with a disability. Findings indicated additional education in the availability and use of technology and assistive technology are needed.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans

2021 ◽  
pp. 216514342199302
Author(s):  
Joshua P. Taylor ◽  
Holly N. Whittenburg ◽  
Magen Rooney-Kron ◽  
Tonya Gokita ◽  
Stephanie J. Lau ◽  
...  
Keyword(s):  
Content Analysis ◽  
Research Policy ◽  
Transition Services ◽  
Future Research ◽  
Policy And Practice ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Integrated Employment ◽  
Employment Transition ◽  
Workforce Innovation

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA State Implementation Plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

Sign in / Sign up

Export Citation Format

Share Document