Discipline Of Students With Disabilities In Elementary And Secondary Schools

1996 ◽  
Author(s):  
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

scholarly journals Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere."

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
S. Anthony Thompson ◽  
Vianne Timmons
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Educational Institutions ◽  
Critical Element ◽  
School Based ◽  
Educational Assistants ◽  
Specialized Care ◽  
Authentic Inclusion

Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.

scholarly journals Inclusive Education Facilities in Secondary Schools of Pakistan: A Gender Based Comparison

2019 ◽  
Vol 1 (2) ◽  
pp. 75-83
Author(s):  
Muhammad Jahanzaib ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Unit ◽  
School Students ◽  
Persons With Disabilities ◽  
Male And Female ◽  
Validated Questionnaire ◽  
Significant Difference

Man is the most civilized and enlightened creation of Allah. Man and women formulate the basic unit of civilization. A comparison about provision of rights and facilities in every field of life has been going on since their creation. Nowadays inclusive education has proved a successful educational system for persons with disabilities. In this study, researchers have tried to explore difference between inclusive education facilities in male and female secondary schools of the province of Punjab, Pakistan. In order to attain this goal the survey technique was used to collect the data from 196 male and female secondary school teachers working in rural and urban secondary schools conveniently selected from five districts viz Okara, Sahiwal, Lahore, Pakpattan and Kasur by a self developed and validated questionnaire i.e. Research Questionnaire about the Condition of Available Inclusive Education Facilities and Opportunities in Secondary Schools of Punjab. For cross validation of data, interview schedule was used to collect data from 17 secondary school students with disabilities. Both the descriptive and inferential statistics were used to analyze the collected data. This study describes that there is no significant difference in inclusive education facilities between male and female secondary schools. Moreover special students denied provision of inclusive education facilities as claimed by the teachers. Conclusions were drawn and recommendations were made.

scholarly journals Inclusive Education Opportunities in Punjab Pakistan: A Locale Based Comparison

2021 ◽  
Vol 3 (3) ◽  
pp. 301-308
Author(s):  
Muhammad Jahanzaib ◽  
Ghulam Fatima ◽  
Dur-e- Nayab
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Language Disability ◽  
Survey Method ◽  
Persons With Disabilities ◽  
Rural And Urban ◽  
Significant Difference ◽  
The Difference ◽  
Self Reporting Questionnaire

Purpose: The constitution of Pakistan firmly stated that no discrimination of opportunities will be tolerated among the citizens of Pakistan on behalf of color, creed, language, disability etc. But unfortunately, the dream of equality could not become reality. Inclusive education has been taking significant importance for the education of persons with disabilities (PWD’s) for a few decades. But, without equal opportunities, the seed of inclusion can never be fertiled. This study is an effort to depict the difference of existing inclusive education opportunities between rural and urban secondary schools of Punjab Pakistan. Design/Methodology/Approach: Survey method was used to collect data from 196 male and female teachers serving in rural and urban secondary schools of conveniently selected five districts viz Okara, Lahore, Pakpattan, Sahiwal, and, kasur with a self-reporting questionnaire named Research Questionnaire on the Condition of Available Inclusive Education Opportunities in Secondary Schools of Punjab. For cross-validation, an interview schedule was made to take data from 17 students with disabilities. Both descriptive and inferential statistics were used. Findings: The study found that there was no significant difference of inclusive education opportunities in rural and urban secondary schools of Punjab. Implications/Originality/Value: However special students denied various opportunities claimed by the inclusive education teachers.

scholarly journals The Relationship between Social Comparison, Depression, and Interpersonal Orientation among Normal, Gifted, and Disabled Female Students in Makkah Secondary Schools

2020 ◽  
Vol 44 (3) ◽  
pp. 74-109
Keyword(s):  
Secondary Schools ◽  
Social Comparison ◽  
Students With Disabilities ◽  
Gifted Students ◽  
Significant Negative Correlation ◽  
Female Students ◽  
Students With Special Needs ◽  
Interpersonal Orientation ◽  
Secondary Female ◽  
The Relationship

The purpose of this study was to examine the relationship between social comparison, depression, and interpersonal orientation among normal, gifted and disabled female students in Makkah secondary schools. The study tools consisted of the Iowa-Netherlands Comparison Orientation Measure (INCOM), the translated version of Beck Depression Inventory (BDI-II), and the Interpersonal Orientation Scale. The study participants comprised 185 secondary female students: 109 normal students, 46 gifted students, and 30 students with special needs. The results showed a non-significant negative correlation between social comparison, depression, and interpersonal orientation among gifted students, while there was a significant correlation between depression and social comparison among normal students. No significant correlation was found between social comparison, depression, and interpersonal orientation among students with disabilities. The results found a significant correlation between social comparison and depression among the three groups in favor of gifted students.

scholarly journals Communicative Approach Strategies for English Language Teaching

2021 ◽  
Vol 5 (2) ◽  
pp. p1
Author(s):  
Miriam M. ZIMBA ◽  
Eustard R. TIBATEGEZA
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Teaching English ◽  
Teachers And Students ◽  
Communicative Approach ◽  
The Government

This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.

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