Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs

2022 ◽  
pp. 77-90
Author(s):  
Chris Forlin ◽  
Joanne Deppeler
Keyword(s):  
Special Schools ◽  
Complex Needs ◽  
Inclusive Schools

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Jenny Maurer ◽  
Angelika Becker ◽  
Johanna Hilkenmeier ◽  
Monika Daseking
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Educational Needs ◽  
Self Report ◽  
Stressful Situation ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Special Schools ◽  
School Closures ◽  
Inclusive Schools

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

Story-Making on the iPad When Children Have Complex Needs

2014 ◽  
Vol 36 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Natalia Kucirkova ◽  
David Messer ◽  
Val Critten ◽  
Jane Harwood
Keyword(s):  
Case Studies ◽  
Special Schools ◽  
Complex Needs ◽  
Communication Difficulties ◽  
Language And Communication ◽  
Children's Literacy ◽  
Ipad App ◽  
Story Sharing ◽  
The Way

The two case studies reported in this clinical exchange describe the way in which iPads can foster children’s motivation to engage in communication and literacy-related activities such as story-sharing and story-creation. A detailed description of a particular iPad app (Our Story) is provided, along with observations of the implementation of this app in two special schools. The benefits and limitations of this approach for children with complex language and communication difficulties are identified. Recommendations are provided for future support of children’s literacy-related skills with iPads, with observations made about implementation issues related to the Our Story app.

scholarly journals Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil

2020 ◽  
Vol 10 (12) ◽  
pp. 358
Author(s):  
Bernd Ahrbeck ◽  
Marion Felder
Keyword(s):  
Special Education ◽  
United Nations ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
Special Schools ◽  
Full Inclusion ◽  
The Past ◽  
Inclusive Schools ◽  
United Nations Convention ◽  
Nazi Era

Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special education is seen as a symbol and guarantor of separation and exclusion and therefore incompatible with the idea of inclusion. This article will outline and analyze this claim and present other more compelling reasons why full inclusion has been difficult to implement in Germany. Following the analysis, we will describe a possible way forward for inclusion and special education.

scholarly journals Supporting Disability Education through a Combination of Special Schools and Disability-Inclusive Schools in the Pacific Islands

2017 ◽  
Vol 64 (5) ◽  
pp. 497-513 ◽  
Author(s):  
Megan Tones ◽  
Hitendra Pillay ◽  
Suzanne Carrington ◽  
Subhas Chandra ◽  
Jennifer Duke ◽  
...  
Keyword(s):  
Pacific Islands ◽  
Special Schools ◽  
The Pacific ◽  
Inclusive Schools ◽  
Disability Education

scholarly journals Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi

2020 ◽  
Vol 10 (2) ◽  
pp. 152-161
Author(s):  
M. Kusuma Wardhani
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Program ◽  
Individual Development ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Equal Right

The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.

The Impact of Inclusive Education on Academic Motivation, Academic Self-Efficacy, and Well-Being of Students With Learning Disability

2021 ◽  
pp. 002205742110319
Author(s):  
Neel Harit Kausik ◽  
Dilwar Hussain
Keyword(s):  
Learning Disability ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Well Being ◽  
Special Schools ◽  
Inclusive Schools ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

This study explored the impact of inclusive education on academic motivation, academic self-efficacy, and well-being of students with learning disability (LD). Three groups of students (students with LD studying in special schools, students with LD studying in inclusive schools, and students without LD studying in inclusive schools) were compared on these variables. Results revealed that students without LD scored higher on both academic motivation and academic self-efficacy. They also scored higher on well-being than students with LD going to inclusive schools. Implications of the results in the context of students with LD are discussed.

Much Ado About Fried Chicken: Abetting Aspiration or Respecting Autonomy?

2019 ◽  
Vol 28 (3) ◽  
pp. 1356-1362
Author(s):  
Laurence Tan Lean Chin ◽  
Yu Jun Lim ◽  
Wan Ling Choo
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Multidisciplinary Team ◽  
Biopsychosocial Model ◽  
Family Members ◽  
Clinical Decisions ◽  
Goals Of Care ◽  
Complex Needs ◽  
Aspiration Risk ◽  
Patient Centric

Purpose Palliative care is a philosophy of care that encompasses holistic, patient-centric care involving patients and their family members and loved ones. Palliative care patients often have complex needs. A common challenge in managing patients near their end of life is the complexity of navigating clinical decisions and finding achievable and realistic goals of care that are in line with the values and wishes of patients. This often results in differing opinions and conflicts within the multidisciplinary team. Conclusion This article describes a tool derived from the biopsychosocial model and the 4-quadrant ethical model. The authors describe the use of this tool in managing a patient who wishes to have fried chicken despite aspiration risk and how this tool was used to encourage discussions and reduce conflict and distress within the multidisciplinary team.

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