Teaching Efficacy and Inclusive Practices in Asian Countries

2020 ◽  
Author(s):  
M. Tariq Ahsan ◽  
Md. Saiful Malak
Keyword(s):  
Teacher Efficacy ◽  
Inclusive Education ◽  
Teaching Efficacy ◽  
Leading Edge ◽  
Evidence Based ◽  
Inclusive Practices ◽  
Asian Countries ◽  
Contextual Variables ◽  
The World ◽  
Inclusive Schooling

Since 2010, understanding teacher efficacy for effective inclusive practices has consistently been prioritized by inclusive education researchers. However, a leading-edge conceptualization about the type and degree of teacher efficacy essentially required for teachers to make a classroom inclusive is unclear. Specifically, a set of comprehensive evidence-based components of teacher efficacy is an intense demand of the contemporary age of inclusive schooling. The evidence generated through research regarding effective inclusive teacher efficacy in various contexts of the world indicates that some generic universal trends in variables that have an impact on teaching efficacy are perceptible along with some contextual factors that influence teaching efficacy for inclusive practices. Specifically, research studies conducted with a focus on Asian countries identified some unique contextual variables (i.e., gender, class size, etc.) that have contrasting findings on developing teaching efficacy for inclusive practices. Considering such common and distinct research-evidences a mechanism on enhancing efficacy for teachers and professionals is essential to better practice inclusive education.

Improving Inclusive Practices in Secondary Schools: Moving from Specialist Support to Supporting Learning Communities

2005 ◽  
Vol 29 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Joanne Deppeler ◽  
Tim Loreman ◽  
Umesh Sharma
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Psychological Assessment ◽  
Professional Community ◽  
Evidence Based ◽  
Community Of Learners ◽  
Inclusive Practices ◽  
Evidence Based Practices ◽  
Specialist Services ◽  
Alternative Approach

Much of current inclusive education provision in Australian secondary schools relies on ‘specialist’ support from outside the classroom. Students with diverse abilities are placed within the regular classroom and additional specialist services such as therapy, counselling, psychological assessment and special education teaching are required to support their placement. This form of support often relies upon a diagnostic – prescriptive approach where the specialist assumes responsibility for and has a central role in shaping practices. In this paper, we raise issues regarding this model of specialist support in enacting effective inclusive practices in secondary schools. We suggest that one alternative is to shift the focus from the students who are different, to the community of learners in the school. This alternative approach uses collaborative and evidence-based practices to support inclusive ideals and grounds improvement efforts in changes in teachers’ knowledge as well as the cultural and organisational conditions of the school. The purpose of this paper is to prompt further discussion amongst professional community regarding the unique challenges and issues of inclusive practices in secondary schools.

scholarly journals Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the Conflicting International Cadences of Inclusive Schooling

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Kas Mazurek ◽  
Margaret Winzer
Keyword(s):  
Inclusive Education ◽  
Global Education ◽  
Disabled Persons ◽  
Education For All ◽  
Persons With Disabilities ◽  
Policy Frameworks ◽  
The World ◽  
Policy Systems ◽  
Inclusive Schooling ◽  
Development Agendas

Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the conflicting international cadences of inclusive schooling): Education for All (EFA) was encapsulated in a series of UN summits and conventions throughout the 1990s. In 2000, governments around the world adopted the Dakar Framework that addressed education for both development and the eradication of poverty. In 2006, changes in the global landscape for those with disabilities emerged with the Convention on the Rights of Persons with Disabilities (CRPD). Although the cadences differ, both the CRPD and EFA clearly identify inclusive education as one of the key strategies to address issues of marginalization and exclusion. Yet only 2 to 3 percent of those with disabilities go to school and, in the vast majority of education systems around the world, inclusive schooling remains extremely limited, if not non-existent.This paper centers on the CRPD embedded within the universal policy frameworks of Education for All. It explicitly draws attention to contradictions between the universal EFA and the disability-centric CRPD by assessing aspects such as hard-to-reach children, the invisibility of disabled persons on UNESCO’s statistical maps and in development agendas, and increasing segregation. We conclude that although progress of the CRPD is intimately connected to broad global education governance, the treaty is limited in maintaining an effective, proactive position within policy systems where it has constricted formal authority and financing.

scholarly journals PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF

2020 ◽  
Vol 4 (2) ◽  
pp. 304
Author(s):  
Tita Tri Utami Dewi ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Special Needs ◽  
Prior Knowledge ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Children With Special Needs ◽  
Inclusive Practices ◽  
Normal Children ◽  
Teachers Attitudes

In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif. 

scholarly journals Relationship between Knowledge, Attitudes, Concerns and Competency Skills of Regular Teachers about Inclusive Education

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Lalitha Subramanian ◽  
Sarah Manickaraj
Keyword(s):  
Teacher Efficacy ◽  
Inclusive Education ◽  
Rating Scales ◽  
Rating Scale ◽  
Successful Implementation ◽  
Inclusive Practices ◽  
Regular School ◽  
Point Rating Scale ◽  
Special Education Needs ◽  
The Relationship

The present study explored the relationship between knowledge, attitudes and competency skills of regular school teachers (n=149) pertaining to children with special education needs (CSEN) and Inclusive Education (IE). The knowledge about CSEN and IE were measured using a 4 point rating scale and an informal questionnaire that were specifically modified for this study. The attitudes, concerns and competency skills were measured using 4 point rating scales. Results of the study indicated significant correlations between knowledge about CSEN and attitudes towards disability and teacher efficacy for inclusive practices; attitudes towards disability and attitudes towards inclusive practices and attitudes towards inclusive education and concerns about inclusive education and teacher efficacy for inclusive practices. The findings offers insight into preparation of training programs for teachers for successful implementation of inclusive education.

scholarly journals NERIUM OLEANDER: IT’S APPLICATION IN BASIC AND APPLIED SCIENCE: A REVIEW

2018 ◽  
Vol 10 (3) ◽  
pp. 1 ◽  
Author(s):  
Saabiya Farooqui ◽  
Tulika Tyagi
Keyword(s):  
South Asian ◽  
Cardiac Glycosides ◽  
Folk Medicine ◽  
Nerium Oleander ◽  
Evidence Based ◽  
Asian Countries ◽  
Pharmacological Activities ◽  
The World ◽  
Anti Hiv ◽  
Important Medicinal Plant

Nerium oleander is an important medicinal plant in Indian folk medicine. It is a potentially lethal plant in many cases and poisoning is reported in tropical and subtropical parts of the world as well as a number of suicidal cases are also prevalent in South Asian countries, especially in India and Sri Lanka. All parts of the plant are toxic and contain a variety of cardiac glycosides which includes neriin, oleandrin, cardenolides, gentiobiosyl and odoroside. This plant species also produce secondary metabolites such as alkaloids, flavonoids and steroids which have pharmacological applications. The important pharmacological activities are antibacterial, anthelmintic, anti-inflammatory, hepatoprotective, immunopotential, anti-pyretic, antioxidant, antifungal, anticancer and anti-HIV activity. This review describes the evidence-based information regarding pharmacological activity as well as phytochemicals of this plant.

Evidence-Based Prevention Strategies of Suicide Behavior in the World and Possibilities of their Implementation in Slovenia

Crisis ◽  
2000 ◽  
Vol 21 (4) ◽  
pp. 193-194
Author(s):  
Claire Henderson ◽  
Marija Brecelj ◽  
Paola Dazzan ◽  
Mojca Dernovsek ◽  
Oscar Meehan ◽  
...  
Keyword(s):  
Evidence Based ◽  
Prevention Strategies ◽  
Suicide Behavior ◽  
The World

Sex Differences in Mass Media Preferences Across Four Asian Countries

2011 ◽  
Vol 23 (4) ◽  
pp. 186-191 ◽  
Author(s):  
Malini Ratnasingam ◽  
Lee Ellis
Keyword(s):  
United States ◽  
Sex Differences ◽  
Mass Media ◽  
The United States ◽  
Female Students ◽  
The Internet ◽  
Evolutionary Explanation ◽  
Asian Countries ◽  
The World ◽  
Media Preferences

Background. Nearly all of the research on sex differences in mass media utilization has been based on samples from the United States and a few other Western countries. Aim. The present study examines sex differences in mass media utilization in four Asian countries (Japan, Malaysia, South Korea, and Singapore). Methods. College students self-reported the frequency with which they accessed the following five mass media outlets: television dramas, televised news and documentaries, music, newspapers and magazines, and the Internet. Results. Two significant sex differences were found when participants from the four countries were considered as a whole: Women watched television dramas more than did men; and in Japan, female students listened to music more than did their male counterparts. Limitations. A wider array of mass media outlets could have been explored. Conclusions. Findings were largely consistent with results from studies conducted elsewhere in the world, particularly regarding sex differences in television drama viewing. A neurohormonal evolutionary explanation is offered for the basic findings.

Teacher Efficacy for Inclusive Practices Scale--German Version

2019 ◽  
Author(s):  
Susanne Miesera ◽  
Jeffrey M. DeVries ◽  
Jana Jungjohann ◽  
Markus Gebhardt
Keyword(s):  
Teacher Efficacy ◽  
German Version ◽  
Inclusive Practices
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