Teachers’ perceptions on inclusion in basic school

2019 ◽  
Vol 33 (2) ◽  
pp. 409-419 ◽  
Author(s):  
Ana Lucia Manrique ◽  
Ely A.T. Dirani ◽  
Annie F. Frere ◽  
Geraldo E. Moreira ◽  
Pedro M. Arezes
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Mathematics Teachers ◽  
School Environment ◽  
Basic Education ◽  
Special Educational Needs ◽  
Content Type ◽  
Teachers Perceptions ◽  
Support Materials ◽  
Education Data

PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

scholarly journals O REPENSAR SOBRE AS DIFICULDADES E INQUIETUDES EXISTENTES NA EDUCAÇÃO ESPECIAL

2016 ◽  
Vol 23 (1) ◽  
pp. 12
Author(s):  
Cassandra Catarina Gonçalves Mineiro
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Collaborative Research ◽  
Basic Education ◽  
State University ◽  
Special Educational Needs ◽  
Research Focus ◽  
Los Grupos ◽  
Service Specialist ◽  
Educacion Especial

Após introdução da inclusão nas escolas, o conhecimento produzido tem sido insuficiente para a definição dos caminhos psicopedagógicos voltados à escolarização de alunos com necessidades educacionais especiais - NEEs. Isso vem acontecendo, em parte, porque não foram articulados os estudos com a realidade, sendo que autores da maioria desses estudos apresentaram resultados com produções reiterativas e com pouca mudança no que é proposto. O objetivo deste trabalho foi direcionado a conhecer sobre a realidade enfrentada pelos professores das salas de recursos multifuncionais (SRM). Esse estudo envolveu as experiências de professoras da Educação Básica, em pesquisa realizada pelos professores da Universidade Estadual de Montes Claros – UNIMONTES, evidenciando atuação dessas professoras das SRM nas escolas do município de Montes Claros - MG. Como embasamento teórico foram utilizados Decretos e Portarias da Educação Especial, com enfoque nos autores e trabalhos realizados nessa área. A metodologia abrangeu a pesquisa colaborativa, mediante depoimentos das professoras direcionados pelas questões propostas pelo Observatório Nacional de Educação Especial, o que permitiu análise da forma como ocorre a inclusão escolar. Desse modo, a dinâmica na organização de grupos coletivos foi a pesquisa em grupos focais, mostrando a realidade das escolas pesquisadas e quais propostas viáveis a um melhor atendimento às crianças com NEEs. Como resultado, a pesquisa favoreceu o reconhecimento em enfrentar dificuldades; a necessidade de parceria com a professora da sala regular e capacitação desta na Educação Inclusiva; o Plano de Atendimento Educacional Especializado (PAEE), contribuindo essas práticas na melhoria da inclusão escolar direcionada aos alunos da educação especial.Palavras-chave: Educação especial. Realidade das escolas. Atendimento às crianças. EL REPENSAR DE LAS DIFICULTADES Y PREOCUPACIONES EXISTENTES EN LA EDUCACIÓN ESPECIAL. Resumen: Después de la introducción de la inclusión en las escuelas, el conocimiento producido es insuficiente para definir las rutas psicopedagógica centrado en la educación de los alumnos con necesidades educativas especiales - NEEs. Esto está ocurriendo en parte debido a los estudios con la realidad que no se articulan, y los autores de la mayoría de estos estudios mostraron resultados con producciones reiterativos con pocos cambios en lo que se propone. Este estudio tuvo como objetivo conocer la realidad que enfrentan los maestros de recursos multi-funcionales (SRM). Incluyó las experiencias de los profesores de la educación básica, en la investigación llevada a cabo por los profesores de la Universidad Estatal de Montes Claros - UNIMONTES, que muestra el trabajo de estos maestros de SRM en los centros educativos del municipio de Montes Claros - MG. Como base teórica se utilizaron los decretos y edictos de Educación Especial, centrado en autores y obras realizadas en esta área. La metodología incluyó la investigación en colaboración con el testimonio de los profesores afectados por las preguntas propuestas por el Centro Nacional de Educación Especial, lo que permitió el análisis de cómo es la inclusión escolar. Por lo tanto, la dinámica de la organización de los grupos colectivos fueron los grupos de enfoque de investigación, que muestra la realidad de las escuelas encuestadas y qué propuestas viables para una mejor atención a los niños con NEE. Como resultado, la encuesta favoreció el reconocimiento para hacer frente a las dificultades; la necesidad de una asociación con el maestro habitación regular y esta formación en la educación inclusiva; Plan de Educación del especialista de servicio (PAEE), contribuyendo estas prácticas, la mejora de la inclusión escolar dirigido a los estudiantes de educación especial.Palabras clave: Educación Especial. Escuelas realidad. Cuidar a los niños.  THE RETHINKING OF THE DIFFICULTIES AND CONCERNS IN SPECIAL EDUCATION Abstract: After introduction of inclusion in schools, the knowledge produced is insufficient to define the paths psychopedagogic focused on education of pupils with special educational needs - SEN. This is happening in part because studies with reality were not articulated, and authors of most of these studies showed results with reiterative productions with little change in what is proposed. This study was aimed to know about the reality faced by teachers of multi-functional resources (SRM). This study involved the experiences of teachers of basic education, in research conducted by teachers of the State University of Montes Claros - UNIMONTES, showing work of these teachers of SRM in schools in the municipality of Montes Claros - MG. As theoretical basis were used Decrees and Edicts of Special Education, focusing on authors and works carried out in this area. The methodology included the collaborative research through of testimony from teachers targeted by the questions proposed by the National Centre for Special Education, which allowed analysis of how is school inclusion. Thus, the dynamics in the organization of collective groups was the research focus groups, showing the reality of the surveyed schools and what feasible proposals to better care for children with SEN. As a result, the survey favored the recognition in facing difficulties; the need for partnership with the teacher regular room and this training in inclusive education; Plan of Educational Service Specialist, contributing these practices, improving school inclusion directed to students of special education.Keywords: Special education. Reality in schools. Care to children.

Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools

2017 ◽  
Vol 19 (2/3) ◽  
pp. 50-64 ◽  
Author(s):  
Evanthia Tsaliki
Keyword(s):  
School Environment ◽  
Primary Schools ◽  
Research Study ◽  
Interdisciplinary Approach ◽  
Intercultural Education ◽  
Head Teachers ◽  
Content Type ◽  
Teachers Perceptions ◽  
Learning Group ◽  
Method Approach

Purpose The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece. Design/methodology/approach The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers. Findings The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools. Research limitations/implications The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education. Originality/value The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.

scholarly journals The competences of young teachers in education of pupils with special educational needs

2020 ◽  
Vol 22 (10) ◽  
pp. 139-160
Author(s):  
J. Slowik ◽  
M. Peskova ◽  
O. V. Shatunova ◽  
E. V. Bartus
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Practical Significance ◽  
Special Educational Needs ◽  
Modern Development ◽  
Open Coding ◽  
Expert Support ◽  
Young Teachers

Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.

When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania

2018 ◽  
Vol 5 (2) ◽  
pp. 91-98
Author(s):  
Mihaela Voinea ◽  
Ioana Roxana Topala ◽  
Alina Oana Bota
Keyword(s):  
School Culture ◽  
School Leadership ◽  
School Environment ◽  
Primary Schools ◽  
Research Question ◽  
Good Practice ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teachers Perceptions

Abstract The issue of integrating children with special educational needs in mainstream school is still debatable.However, there are situations where the integration of children with special educational needs is successful and all those involved are satisfied. What are the factors that contribute to achieving true integration? Is it about a certain school environment or some teachers? Is it about parent involvement or school leadership? To answer the research question of this study, we have raised the hypothesis that school culture (values, teachers’ perceptions on integration, leadership) determines the success of integration.The goal of this study is to analyse the educational actors’ perceptions (students, teachers, managers and parents) and the school culture which promotes human diversity.The study in question was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection.A questionnaire regarding students’ and teachers' perceptions on integration and focus-groups were used. A case study of a primary school (School N.O. from Brasov) was conducted.A number of 100 participants were included in the study, teachers, parents and students from primary schools of Brasov.One of the main conclusions of the research is that the integration of children with special educational needs depends on several factors: from the school culture that promotes social values such as tolerance, respect for difference, etc. to teachers directly involved in integration activities and parents who accept and understand the benefits of integration for all children.

Inclusive school environment and mechanisms for the emergence of segregation barriers in school

2020 ◽  
pp. 1-9
Author(s):  
Nina Cebotaru
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Ongoing Debate ◽  
The World ◽  
Inclusive School ◽  
Educational Structures ◽  
Educational Inclusion

Both internationally and nationally there is an ongoing debate on the benefits of including children with special educational needs in the educational structures alongside their peers. School integration of children with special educational needs creates discussions, disputes, but it is a tendency throughout the world. Inclusive education encompasses this discussion and, in addition, the orientation towards quality and efficiency of the entire educational system, formal and non-formal. Some parents, specialists and even people with disabilities argue that a person who is prevented from participating with his or her peers in general schools is denied the fundamental right to education. Others, on the contrary, assert that by integrating into the general schools many children with special needs are not assured of meeting their needs. Therefore, these different opinions and circumstances have influenced the purpose of the present paper; that consists in the deeper study of awareness and practices in the field of educational inclusion of children with special educational needs (SEN) at school and community level.

Indian educators’ awareness and attitude towards assistive technology

2020 ◽  
Vol 14 (4) ◽  
pp. 233-251
Author(s):  
Arnab Kundu ◽  
Tripti Bej ◽  
Kedar Nath Dey
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Inclusive Education ◽  
Sampling Technique ◽  
Survey Method ◽  
Original Research ◽  
Students With Special Needs ◽  
Cross Sectional ◽  
Content Type ◽  
Implementation Level

Purpose This study aims to investigate Indian mainstream secondary school teachers’ awareness and attitude toward assistive technology (AT) and its implementation level in an inclusive setting. Design/methodology/approach The study followed a descriptive survey method within the cross-sectional research design, and the selected approach consisted of a mixture of quantitative (e.g. questionnaire surveys) and qualitative (e.g. interviews) methods. A survey was distributed among 150 teachers from 15 secondary schools following the stratified random sampling technique. Collected data were analyzed descriptively and inferentially. Findings Findings revealed that teachers’ awareness of AT was not up to the satisfactory level yet they showed an overall positive attitude toward it. Regarding teachers’ knowledge, professional support or institutional support, almost everywhere the inadequacy was obvious. These schools were running with a poor resource pool of assistive products along with a squat implementation level. Hence special needs students did not get required supports from schools as they deserved which had been hampering the overall inclusive atmosphere. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools. Further, statistical analysis revealed a surprising output that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude toward AT than those of rural schools. Research limitations/implications The study has a high research value for not only having a scarcity of past studies on this topic but also in developing the inclusive education concept in India by enhancing the use of AT for making the process effective and efficient so far as the academic achievements of students with special needs is concerned. The survey can also serve as a source for academic planners in the country by getting information on the current state of resources, both human and material, and thus by making suitable measures for optimum use of available resources. Practical implications The write up of this paper was very difficult, as there were almost no previous studies done on this topic in the past in India, and we had to face an acute shortage of related literature. So, this study would prove to be a good addition in this respect for future researchers. Originality/value This is the reporting of an original research conducted in India. To do this study, the authors conducted intensive surveys, interviews and observations. The write up of the findings focuses mainly on the survey and interview data. This type of the study is exclusive in the Indian context and can help Indian policymakers and many other similar developing countries on the globe.

scholarly journals Inclusive school leaders – their role in raising the achievement of all learners

2020 ◽  
Vol 58 (5) ◽  
pp. 521-537
Author(s):  
Edda Óskarsdóttir ◽  
Verity Donnelly ◽  
Marcella Turner-Cmuchal ◽  
Lani Florian
Keyword(s):  
School Leadership ◽  
Inclusive Education ◽  
Local Community ◽  
School Leaders ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Content Type ◽  
Policy Context ◽  
Inclusive School ◽  
Cross National

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

scholarly journals Nuevo enfoque de la educación inclusiva y su articulación con la práctica docente y no docente

2019 ◽  
pp. 176-179
Keyword(s):  
Social Interaction ◽  
Training Program ◽  
Inclusive Education ◽  
Basic Education ◽  
San Antonio ◽  
Special Educational Needs ◽  
Special Schools ◽  
New Approach ◽  
El Sistema ◽  
Education Act

Nuevo enfoque de la educación inclusiva y su articulación con la práctica docente y no docente New approach to inclusive education and its relationship to teaching practiceand non- teaching Patricia Beatriz Toral Ganoza. Centro Educativo Básica Especial San Antonio. DOI: https://doi.org/10.33017/RevECIPeru2011.0042/ RESUMEN La Educación inclusiva es una necesidad urgente en el sistema educativo peruano. La ley de educación expresa que esta es un derecho para todos sin distinción, sin embargo la educación para niños y niñas con habilidades especiales ha estado encerrada en colegios especiales, limitando a sus participantes a una educación confinada, impidiendo una interacción social con sus coetáneos y su socialización en su medio. La investigación que se presenta aspira a ofrecer un aporte en cuanto a la actualización de los docentes y no docentes que laboran en la educación básica especial y en la educación básica regular, se propone un programa de capacitación en Educación Inclusiva y su nuevo enfoque para contribuir a superar la condición de los niños y niñas con necesidades educativas especiales para una integración social. Descriptores: Educación inclusiva, programa de capacitación para docentes. ABSTRACT Inclusive education is an urgent need in the Peruvian educational system. The Education Act states that this is a right for all without distinction, however education for children with special abilities have been locked up in special schools, limiting participants to a confined education, avoiding social interaction with peers and socialization in their midst. The research presented aims to provide input regarding the updating of teaching and non-teachers working in special and basic education in regular primary education, it is proposed a training program in Inclusive Education and its new approach to help to overcome the condition of children with special educational needs for social integration. Keywords: Inclusive Education, training program for teachers.

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