scholarly journals Investigating Views and Practices of Music Teachers’ about Inclusive Education

2018 ◽  
Vol 6 (11) ◽  
pp. 83 ◽  
Author(s):  
Zühal Dinc Altun ◽  
Gülçe Eyüpoğlu
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Music Teachers ◽  
Structured Interview ◽  
Research Approach ◽  
Special Needs Students ◽  
Special Education Needs ◽  
School Music ◽  
Education Needs

This study aims to investigate music teachers’ views on the education of special needs students (inclusive) in their classes. The study was carried out within the qualitative research approach and designed as a case study. Views of five middle and one high school music teachers who have special needs students in their classes were taken for investigation. The purposeful sampling method was used for creating the study group. Qualitative data was collected through the use of a semi-structured interview technique which was designed by the researchers. During the interviews, teachers were asked open-ended questions such as how they integrate special needs students into music classes, what they think about the environment of schools for special education needs students, the sufficiency of education taken during faculty years about special education. Obtained data was analysed through content analysis. In the analysis themes and categories were created and findings were presented in tables. In order to support findings, direct quotations from teacher conversations were also included. According to the results of the study, it is determined that music teachers are inadequate in terms of having related knowledge and skills for educating special needs students in their classrooms. In addition, it was found that music teachers do not prepare individual education programs for special needs students but carry on with the present curriculum and they mentioned that the training on special needs given during faculty years was inadequate. At the end of the study, some recommendations were made for improving the quality and productivity of music lessons of music teachers for special education needs students.

scholarly journals FACTORS INFLUENCING PARENTS IN SELECTING SCHOOL FOR CHILDREN WITH SPECIAL EDUCATION NEEDS

2018 ◽  
Vol 16 (6) ◽  
Author(s):  
Muhammad Faris Abdullah ◽  
Ainul Ashiqin Ahmad Shuhaimi ◽  
Mariana Mohamed Osman ◽  
Noor Suzilawati Rabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Special Needs ◽  
Essential Element ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Educational Facility ◽  
Factors Influencing ◽  
Special Education Needs ◽  
Education Needs

Equal access to education is an essential element in achieving community wellbeing, hence it is crucial that the educational facilities to be equally accessible to children with special education needs. In Malaysia, one of the special education programme provided in mainstream public schools is the Program Pendidikan Khas Integrasi (PPKI). The programme is an effort towards inclusive education. The objective of this study includes: (i) to analyse the factors influencing the decision of parents in selecting school for their special children, and (ii) to assess the issues and problems faced by parents in selecting schools for their children with special needs. The study determines parents’ criteria in selecting school for their children with SEN among 134 parents of children in PPKI via questionnaire survey. Semi-structured interview was conducted among 12 teachers of PPKI, and the findings from the interview were used to validate the survey findings. Findings from these two methods were consolidated. Result shows that school selection for children with special needs are greatly associated with the school facility. The paper will benefit the local authority in planning for educational facility, as well as special needs children with regards to the educational facility for special education provision in a community.

scholarly journals FACTORS INFLUENCING PARENTS IN SELECTING SCHOOL FOR CHILDREN WITH SPECIAL EDUCATION NEEDS

2018 ◽  
Vol 16 ◽  
Author(s):  
Muhammad Faris Abdullah ◽  
Ainul Ashiqin Ahmad Shuhaimi ◽  
Mariana Mohamed Osman ◽  
Noor Suzilawati Rabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Special Needs ◽  
Essential Element ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Educational Facility ◽  
Factors Influencing ◽  
Special Education Needs ◽  
Education Needs

Equal access to education is an essential element in achieving community wellbeing, hence it is crucial that the educational facilities to be equally accessible to children with special education needs. In Malaysia, one of the special education programme provided in mainstream public schools is the Program Pendidikan Khas Integrasi (PPKI). The programme is an effort towards inclusive education. The objective of this study includes: (i) to analyse the factors influencing the decision of parents in selecting school for their special children, and (ii) to assess the issues and problems faced by parents in selecting schools for their children with special needs. The study determines parents’ criteria in selecting school for their children with SEN among 134 parents of children in PPKI via questionnaire survey. Semi-structured interview was conducted among 12 teachers of PPKI, and the findings from the interview were used to validate the survey findings. Findings from these two methods were consolidated. Result shows that school selection for children with special needs are greatly associated with the school facility. The paper will benefit the local authority in planning for educational facility, as well as special needs children with regards to the educational facility for special education provision in a community.

scholarly journals The Development of a Music Therapy School Consultation Protocol for Students with High or Very High Special Education Needs

2021 ◽  
Author(s):  
◽  
Daphne Joan Rickson
Keyword(s):  
Special Education ◽  
Music Therapy ◽  
Research Approach ◽  
Personal Factors ◽  
Music Therapists ◽  
School Consultation ◽  
Team Members ◽  
Music Therapist ◽  
Special Education Needs ◽  
Education Needs

<p>Music therapy school consultation is positioned to become a significant practice for music therapists. Historically, music therapy work with children who have special education needs in New Zealand has focused on those who attend special schools or units and, according to the published literature, seems to have taken place in clinic settings or withdrawal rooms. The current emphasis on inclusive education demands that music therapists consider other ways of working. Further, a paucity of music therapists and the geographic isolation of many students who attend their local schools suggest that the large majority of students who would benefit are unable to access music therapy services. The aims of the current study therefore were for a music therapist to empower members of special education teams to use music experiences which had been especially planned to assist children to meet individual developmental or academic goals, and to describe how the process was perceived, understood, used, and valued by participants. A further aim was to develop and trial a protocol for music therapists undertaking consultation work. Eight registered music therapists interviewed in stage one of the study, to aid the development of the initial protocol, had differing views and attitudes about consultation, and findings confirmed the need to clearly define the practice. The initial protocol was therefore fragile, based on limited understandings from sparse music therapy consultation literature and the author's previous experience of working with team members in isolated areas. In stage two, four consecutive case studies enabled the protocol to be trialled in the field and, using an action research approach, to be developed further. Accumulated learning outcomes led to the development of a music therapy school consultation protocol based on social learning theory which emphasises the interdependent relationships between the consultant's (music therapist), consultees' (identified team members), and clients' (students) behaviour, their internal personal factors, and environmental factors. The establishment of collaborative relationships, and an ecological assessment which is based on the theory that human development is influenced by environmental systems (Bronfenbrenner, 1989), are critical components of the protocol. Thus the music therapist spends a full week at each student's school. Findings demonstrate that interacting with team members as they went about their daily lives led to deeper understanding of their needs and in turn enabled pragmatic, accessible, and meaningful music activities and strategies to be successfully implemented. A 'clinical' music therapy session remains an important part of the protocol, but findings suggest its primary significance is in highlighting students' strengths so that team members develop fresh understandings and increasingly positive views of students that enhance their mutual relationships. Team members became more motivated, energised, self reflective, and able to support as well as challenge their students' development. They were thus able to continue to use, develop and evaluate their use of music strategies, after the music therapist left the field. Music therapists are currently unprepared for the triadic relationships and the emphasis on adult empowerment that is fundamental to consultation. The findings therefore have significant implications for music therapy practice and training. These implications, including areas for future research, are discussed herein.</p>

scholarly journals TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (2) ◽  
pp. 37-45
Author(s):  
Firman F ◽  
Friscilla Wulan Tersta ◽  
Cicyn Riantoni ◽  
Fellicia Ayu Sekonda
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Research Subjects ◽  
Special Needs Students ◽  
Teaching Aids ◽  
The Government ◽  
Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners

2021 ◽  
Vol 10 (2) ◽  
pp. 97-120
Author(s):  
Nazia Abdoula-Dhuny
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Enabling Factors ◽  
Design Data ◽  
Barriers And Enablers ◽  
Teaching Aids ◽  
Special Education Needs ◽  
Education Needs ◽  
Academic Profile

Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided.

scholarly journals Intersectionality: A pathway towards inclusive education?

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 111-122
Author(s):  
Edvina Bešić
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Education System ◽  
Current System ◽  
Student Groups ◽  
Multiple Factors ◽  
Wide Range ◽  
Special Education Needs ◽  
Social Opportunities ◽  
Education Needs

AbstractThis article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term, specifically in the context of Austria, which currently focuses only on children with disabilities. The article not only sets out the thesis of intersectionality, but calls for the adoption of an intersectional lens in inclusive education in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups. Inclusive education means opening access to a wide range of educational and social opportunities for all children, not only those with disabilities or identified special education needs. The current system, in which children possess one identity marker, does not provide the support children need. Furthermore, it also reinforces inequalities not only within the education system, but also within society at large.

scholarly journals Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Robin van Kessel ◽  
Andres Roman-Urrestarazu ◽  
Amber Ruigrok ◽  
Rosemary Holt ◽  
Matt Commers ◽  
...  
Keyword(s):  
Special Education ◽  
Human Rights ◽  
The Netherlands ◽  
Special Needs ◽  
Universal Declaration ◽  
Education For All ◽  
Right To Education ◽  
Special Education Needs ◽  
Education Needs ◽  
The Right

Abstract Introduction In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. Methods A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Results and discussion Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. Conclusion The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.

scholarly journals AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

2021 ◽  
Vol 1 (1) ◽  
pp. 16-47
Author(s):  
Grames Chirwa ◽  
Francis Lingolwe ◽  
Devika Naidoo
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Special Education Needs ◽  
Education Needs ◽  
Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners.   Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

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