Parent and Teacher Attitudes Towards Inclusive Education in Nauru

2020 ◽  
Vol 44 (2) ◽  
pp. 116-128
Author(s):  
Angela Page ◽  
Jeanette Berman ◽  
Penelope Serow
Keyword(s):  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Inclusive Education ◽  
Policy Development ◽  
Quantitative Research ◽  
Educational Benefits ◽  
Fine Grained ◽  
Wide Range ◽  
The Republic ◽  
Future Policy

AbstractIt is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Reimagining Disability and Inclusive Education Through Universal Design for Learning

2017 ◽  
Vol 37 (2) ◽  
Author(s):  
Jan Doolittle Wilson
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
White Male ◽  
Instructional Materials ◽  
Learning Goals ◽  
Regular Classroom ◽  
Wide Range ◽  
Design For Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

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. &nbsp;

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals TRAIT KEPRIBADIAN BIG FIVE DAN SIKAP GURU TERHADAP PENDIDIKAN INKLUSIF SEKOLAH DASAR

2016 ◽  
Vol 5 (1) ◽  
pp. 39-47
Author(s):  
FELLIANTI MUZDALIFAH ◽  
SARAH HIKMAH FAZRINA
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Teacher Attitudes ◽  
Inclusive Education ◽  
Big Five ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Teacher Personality ◽  
Independent Variable

This study aims to understand the influence of teacher personality on teacher attitudes toward inclusive education. The variables studied were the big five personalities as an independent variable (X) and teacher attitudes toward inclusive education as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. Participants of this study were teachers from inclusion public elementary school in Jakarta (N = 133). The instrument used to measure teacher personality is Big Five Inventory (BFI), while Multidimensional Attitudes toward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education. Processing methods of data analysis in hypothesis testing using multiple regression analysis. Results of this study showed there is no influence of teacher personality on teacher attitudes toward inclusive education (p < α; 0,113 < 0,05). Therefore, in this study Ho is accepted and Ha rejected.

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.

scholarly journals PENGARUH EFIKASI PADA SIKAP GURU TERHADAP PENDIDIKAN INKLUSIF

2017 ◽  
Vol 6 (1) ◽  
pp. 39-47
Author(s):  
FELLIANTI MUZDALIFAH
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Teacher Efficacy ◽  
Teacher Attitudes ◽  
Inclusive Education ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Inclusive Practice ◽  
Independent Variable

This study aims to understand the influence of teacher efficacy on teacher attitudes toward inclusive education. The variables studied were teacher efficacy as an independent variable (X) and teacher attitudes toward inclusive education as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. Participants of this study were teachers from inclusive public elementary school in Jakarta (N = 164). The instrument used to measure teacher efficacy is Teacher Efficacy for Inclusive Practice (TEIP), while Multidimensional Attitudestoward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education.Processing methods of data analysis in hypothesis testing using regression analysis. Results of this study showed there is influence of teacher efficacy on teacher attitudes toward inclusive education (p <α; 0,002 < 0,05), with the contribution of influence 0,05 (5%). Therefore, in this study Ho is rejected and Ha accepted.

scholarly journals Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia

2020 ◽  
Vol 9 (2) ◽  
pp. 78
Author(s):  
Mercy Mokaleng ◽  
Andrew D. Möwes
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Policy Development ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Research Approach ◽  
School Teachers ◽  
Stratified Sample ◽  
Region Data

The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as  inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.

Settlers or Movers? The Temporality of Past Migrations, Political Inaction and its Consequences, 1945–1985

2018 ◽  
Author(s):  
Jozefien De Bock
Keyword(s):  
Temporary Workers ◽  
Guest Workers ◽  
Temporary Migration ◽  
Wide Range ◽  
Settler Societies ◽  
Future Policy ◽  
Set Up ◽  
Legal Frameworks ◽  
Temporary Migrants ◽  
Multicultural Policies

Historically, those societies that have the longest tradition in multicultural policies are settler societies. The question of how to deal with temporary migrants has only recently aroused their interest. In Europe, temporary migration programmes have a much longer history. In the period after WWII, a wide range of legal frameworks were set up to import temporary workers, who came to be known as guest workers. In the end, many of these ‘guests’ settled in Europe permanently. Their presence lay at the basis of European multicultural policies. However, when these policies were drafted, the former mobility of guest workers had been forgotten. This chapter will focus on this mobility of initially temporary workers, comparing the period of economic growth 1945-1974 with the years after the 1974 economic crisis. Further, it will look at the kind of policies that were developed towards guest workers in the era before multiculturalism. This way, it shows how their consideration as temporary residents had far-reaching consequences for the immigrants, their descendants and the receiving societies involved. The chapter will finish by suggesting a number of lessons from the past. If the mobility-gap between guest workers and present-day migrants is not as big as generally assumed, then the consequences of previous neglect should serve as a warning for future policy making.

Sign in / Sign up

Export Citation Format

Share Document