Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

2022 ◽  
pp. 1-17
Author(s):  
Cecilia Latorre-Cosculluela ◽  
Sandra Vázquez-Toledo ◽  
Marta Liesa-Orús ◽  
Julia Ramón-Palomar
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Gender Issues

scholarly journals Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. 116-126
Author(s):  
Temitope Funminiyi Egbedeyi
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Question ◽  
Primary Teachers ◽  
Average Percentage ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Significant Difference ◽  
Level Of Significance ◽  
Descriptive Survey

Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teachers Knowledge of Inclusive Education Questionnaire (α = 0.92) was used to collect data. One research question was answered and two hypotheses were tested at 0.05 level of significance. Teachers have average knowledge of inclusive lower primary education (Average Percentage = 53.6). Regular and special teachers have no significant difference on knowledge of inclusive education (t = 0.50; df = 33; p0.05). Based on the findings, it was recommended that Nigerian Government, concerned Non-Governmental Organizations and Scholars should ensure that regular trainings are organized for lower primary teachers in order to update their knowledge about inclusive education

scholarly journals Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

2012 ◽  
Vol 36 (2) ◽  
pp. 97-111 ◽  
Author(s):  
Rebecca Soto-Chodiman ◽  
Julie Ann Pooley ◽  
Lynne Cohen ◽  
Myra Frances Taylor
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Primary Education ◽  
Autism Spectrum ◽  
Teachers Experiences ◽  
Semistructured Interviews ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Mainstream Classroom ◽  
Western Australian

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

scholarly journals An Insightful Foray into Odisha’s Education Sector

2019 ◽  
Vol 8 (3) ◽  
pp. 2094-2099
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Tamil Nadu ◽  
Basic Education ◽  
Public Investment ◽  
High Growth ◽  
Capability Development ◽  
Right To Education ◽  
Pedagogical Training ◽  
The Right

Gross Enrollment Ratio (GER) has witnessed a significant improvement in primary education in Odisha; thanks to the Right to Education (RTE) Act and Sarva Shiksha Abhiyan (SSA) initiative. While Odisha lags behind the better performing states like Kerala, Tamil Nadu& Maharashtra in terms of infrastructure and enrolment, the overall quality remains dismal as per the independent survey of Annual Status of Education Reports (ASER). The paper brings out how an extremely alienated section of the society receives the tender care of inclusive education and empowerment in a centre called Kalinga Institute of Social Sciences (KISS) in Odisha, which can form a templates for emulate, all over the country. The paper laments the tendency to outsource, basic education, which is a merit good, to the private sector, which can at best cater to the needy of the affluent few. There is a need to significantly bolster public allocation to primary education, invest it with the highest priority for capability development in future to improve India’s HDI. The quest for high growth rates, must give way to inclusive growth, which puts a premium on public investment quality teaching through suitable training, pedagogical training, IT familiarity of the teachers

scholarly journals CREATING AN IMAGE OF PEOPLE WITH DISABILITIES IN LITERATURE LESSONS

2021 ◽  
pp. 104-114
Author(s):  
Nikoletta Gulya ◽  
◽  
Anikó Fehérvári ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Social Groups ◽  
People With Disabilities ◽  
Negative Attitudes ◽  
Disabled Students ◽  
Literary Works ◽  
Cultural Contexts ◽  
Research Results

Inclusive education provides an opportunity for students with disabilities to learn with their non-disabled peers. However, inclusive classrooms do not guarantee that non-disabled students will accept or form friendships with students with disabilities. Therefore, there is a need for intervention that facilitates the acceptance of students with disabilities. Literary works are a readily available resource in education to help students learn about society's diversity and its cultural contexts, as long as they depict these social groups appropriately. This study aimed to identify the different recurring patterns of the disability conception within the content of youth literature in primary education, employing content analysis.The research results reveal that people with disabilities are extremely underrepresented and depicted stereotypically in the examined literary works. This representation can reinforce students' negative attitudes toward people with disabilities. Therefore, the stereotypical content should be clarified and discussed during the lessons.

scholarly journals EDUCATIONAL NEEDS OF THE PRIMARY EDUCATION TEACHERS IN INCLUSIVE EDUCATION OF THE PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS IN SLOVAKIA / PRADINIŲ KLASIŲ MOKYTOJŲ EDUKACINIAI POREIKIAI INKLIUZINIO UGDYMO KONTEKSTE SLOVAKIJOJE

2020 ◽  
Vol 2 (40) ◽  
pp. 163
Author(s):  
Ivana Rochovská ◽  
Veronika Kušnírová ◽  
Daniela Kolibová ◽  
Eva Dolinská ◽  
Mieczysław Dudek
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Method ◽  
Teaching Practice ◽  
Educational Needs ◽  
Successful Implementation ◽  
Primary Level ◽  
Main Research ◽  
Socially Disadvantaged ◽  
Educational Programmes

<p>The study presents the results of the research examining the educational needs of the teachers and their interest about the themes of courses and educational programmes in connection with actual needs arising from changes in the Slovak education system due to the gradual promotion of inclusion. The main research method was the questionnaire aimed at detection of primary level teachers’ needs for the professional development and trainings, the identification of primary education teachers’ needs for successful implementation of inclusion in the learning of the pupils from socially disadvantaged backgrounds. This study presents if there exist statistically significant differences in self-reflexive perception of the need to improve in topics related to the implementation of inclusive education and the characteristics of respondents (age, length of the teaching practice, willingness to grow personally and to educate).</p><p>Straipsnyje pateikiami tyrimo, tiriančio pedagogų švietimo poreikius ir jų susidomėjimą kursų bei švietimo programų temomis, rezultatai, atsižvelgiant į dabartinius poreikius, kylančius dėl pokyčių Slovakijos švietimo sistemoje dėl laipsniško inkliuzijos skatinimo. Pagrindinis tyrimo metodas buvo klausimynas, kurio tikslas buvo nustatyti pradinių klasių mokytojų profesinio tobulėjimo ir mokymų poreikius bei jų poreikius siekiant sėkmingai įdiegti inkliuzinį mokinių iš socialiai remtinų grupių ugdymą. Šis tyrimas parodo, ar egzistuoja statistiškai reikšmingi skirtumai, susiję su savirefleksiniu poreikio tobulintis inkliuzinio ugdymo įgyvendinimo srityje suvokimu ir respondentų charakteristikomis (amžius, pedagoginės patirties trukmė, noras asmeniškai tobulintis ir mokytis).</p><p> </p>

Peculiarities of Organization of Teaching Process of Visually Impaired Children

2018 ◽  
Vol 6 (2) ◽  
pp. 14-17
Author(s):  
А. Попова ◽  
A. Popova
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Compensatory Education ◽  
School Age ◽  
Educational Organization ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article considers the problem of compensatory education for children with disabilities in conditions of inclusive education. Based on the experience of the work of the educational organization, the features of organization of the process of teaching visually impaired children of preschool and primary school age are revealed. Attention is focused on ensuring continuity between preschool and primary education of children with visual impairments.

scholarly journals THE NEW TRAINING STRATEGY OF MANAGER FOR QUALITY SYSTEMS OF PRIMARY EDUCATION

2019 ◽  
Author(s):  
Hennadiy Bondarenko ◽  
Natalia Kipichenko
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Primary Education ◽  
Flipped Classroom ◽  
Internal Audit ◽  
Educational Process ◽  
Successful Implementation ◽  
Research Practice ◽  
Quality Systems ◽  
Design Work

The article describes the concept of "educational strategy", which the authors understand as a complex of qualitatively new goals, tasks, content, forms, methods, pedagogical technologies and innovative means of training a specialist, based on research, practice-oriented and competent approaches and contribute to the successful implementation of professional functions. "Manager for Quality Systems of Primary Education" is interpreted as a professionally trained specialist for a second (master) higher education level that is capable of: firstly, developing, systematically implementing, maintaining the functioning and improving the systems and mechanisms of internal audit of quality assurance of primary education that are responsible state requirements and documents of the institution of general secondary education; and secondly, to participate in the audit commissions during the external audit. The content of the educational-professional program of the specialty 01300.01 «Primary education» (educational qualification: master of primary education, professional qualification: quality system manager in primary education), which was developed by the working group of the Kyiv Borys Grinchenko University is characterized. The article proves that the general factors of the successful implementation of the program are: the educational process should be built on research, practice-oriented and competent approaches; to provide formation of universal (soft skills) and professional competences, managerial skills for effective activity in the conditions of real autonomy of educational institutions; development of the skills of creation and development of information infrastructure of primary school, organization of educational process in primary school in conditions of inclusive education. Implementation of OPP involves the use of modern forms, methods and means of training, including: lectures (problem, brainstorming, interactive, briefing), seminars, practical classes, trainings, master classes, independent work, consultations, electronic (distance) training, individual classes, group design work, etc., as well as innovative technologies (1 pupil – 1 computer, case-study, blended learning, flipped classroom, CLIL, distance learning, cooperative learning, mobile learning).

scholarly journals LA REALIDAD AUMENTADA EN EL AULA DE EDUCACIÓN PRIMARIA

2017 ◽  
Vol 3 (5) ◽  
pp. 634
Author(s):  
Verónica Marín Díaz ◽  
Begoña Esther Sampedro Requena ◽  
Juan Manuel Muñoz González
Keyword(s):  
Augmented Reality ◽  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Processes ◽  
Quantitative Methodology ◽  
Special Educational Needs ◽  
Future Teachers ◽  
School Teaching ◽  
Educación Primaria

RESUMEN En el presente trabajo planteamos la valoración, por parte de los futuros docentes, de la realidad aumentada como recurso didáctico dentro de la Educación Primaria. La investigación la abordamos desde una metodología cuantitativa, a través del uso de un cuestionario creado ad hoc y conformado por 32 ítem que hacen referencia a determinados aspectos educativos (inclusividad, necesidades educativas especiales, procesos de e-a…). Se ha trabajado con una muestra de carácter incidental de 208 estudiantes, pertenecientes al Grado de Educación Primaria de la Facultad de Ciencias de la Educación de la Universidad de Córdoba. Las conclusiones nos indican que los futuros maestros, en su formación inicial, consideran la realidad aumentada como una herramienta que puede ser valiosa y relevante para el desarrollo de los currículos, así como de la educación inclusiva.   PALABRAS CLAVE: Realidad aumentada; formación inicial docente; educación primaria; metodología; TIC.     RESUMO Neste trabalho, propomos a avaliação de futuros professores, a realidade aumentada como recurso didático no ensino primário. A abordagem de pesquisa a partir de uma metodologia quantitativa através do uso de um questionário criado ad hoc e composta por 32 itens que se referem a certos aspectos educacionais (inclusividade, necessidades educativas especiais, processos e-a ...). Ele tem trabalhado com uma amostra de 208 estudantes caráter incidental pertencente ao grau de Educação Primária, Faculdade de Ciências da Educação da Universidade de Córdoba. Os resultados indicam que os futuros professores na sua formação inicial, realidade aumentada considerado como uma ferramenta que pode ser útil e relevante para o desenvolvimento de currículos, bem como a educação inclusiva.   PALAVRAS-CHAVE: Realidade aumentada; de formação inicial de profesores; educação primária; metodología; TIC.     ABSTRACT In this paper we propose the assessment of the augmented reality by future teachers, as a teaching resource in the Primary Education stage. The research was carried out from a quantitative methodology approach, using a 32-item questionnaire that was created ad hoc and refer to specific learning aspects (inclusivity, special educational needs, teaching-learning processes…). We worked with an incidental sample of 208 students from the Primary School Teaching Degree belonging to the Faculty of Educational Sciences in the University of Cordoba. The findings indicated that future teachers in their initial training, considered the augmented reality as a valuable resource that can help improve learning processes and stimulate the development of curriculum objectives and inclusive education.   KEYWORDS: Augmented reality; initial teacher training; primary education; methodology; ICT.  

scholarly journals Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Continuing Professional Development ◽  
Positive Development ◽  
Student Diversity ◽  
Initial Training ◽  
Special Needs Education ◽  
Development Of Competencies ◽  
Attention To Diversity

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.

Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education

2020 ◽  
Vol 13 (3) ◽  
pp. 37-57
Author(s):  
Ana María Pinto-Llorente ◽  
María Cruz Sánchez-Gómez
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Quantitative Methods ◽  
Mixed Method Research ◽  
Inclusive Practices ◽  
Structured Interviews ◽  
Qualitative And Quantitative Methods ◽  
Validated Questionnaire ◽  
Research Population ◽  
Quantitative Sample

The goal of the current research was to explore the perceptions of the students in the last year of a degree in Primary Education towards technology and inclusive education. It employed a mixed method research with a combined use of qualitative and quantitative methods. The research population was comprised of 153 learners, and the quantitative sample consisted of 104 participants and the qualitative one 57. Quantitative data collection was conducted using a validated questionnaire, while the qualitative data were collected through individual semi-structured interviews. On analysing the results, it was emphasized the effectiveness of technology to design and implementation of inclusive practices. However, the results also pointed out the necessity to train students technically as well as pedagogically in the use of technological tools. Moreover, it was highlighted the lack of training in inclusive education and inclusive practices during the degree, training that students considered essential to be ready for their future careers.

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