I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

scholarly journals Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal?

2020 ◽  
Vol 5 (2) ◽  
pp. 149
Author(s):  
Arif Widodo ◽  
Umar Umar
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Educational Institutions ◽  
Students With Special Needs ◽  
Learning Programs

<p class="abstrak" style="text-align: justify;">The Shadow Teacher is urgent in inclusive education. However, the shadow teacher cannot be found in all-inclusive educational institutions. The purpose of the study is to evaluate learning programs in inclusive primary schools that do not have Shadow Teachers. This case study was carried out in SDN Gunung Gatep, one of Central Lombok's inclusive elementary schools, from May to November 2020. The data was obtained through interviews with teachers, principals, and students with special needs. In addition to interviews, the data collection was taken by recording and observation during the learning process. Based on the results of the report, the teaching services provided by teachers are not satisfactory.</p><p class="abstrak" style="text-align: justify;"><em>Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan ink</em><em>l</em><em>usif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data </em><em>dilaksanakan di SDN Gunung Gatep</em><em>, salah satu sekolah dasar inklusif di</em><em> Lombok Tengah, </em><em> </em><em>sejak </em><em>Mei </em><em>hingga </em><em>November 2020. </em><em>Data p</em><em>enelitian </em><em>deskriptif kualitatif jenis studi kasus ini dilaksanakan </em><em>melalui wawancara</em><em> dengan</em><em> </em><em>i</em><em>nforman utama</em><em> </em><em>guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian</em><em>,</em><em> layanan belajar yang dilakukan guru belum optimal. </em><em></em></p>

A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County

2020 ◽  
Author(s):  
Nikola Stračárová
Keyword(s):  
Czech Republic ◽  
Elementary Schools ◽  
Inclusive Education ◽  
Primary Schools ◽  
Structured Interview ◽  
The South ◽  
School Year ◽  
Teachers Attitudes ◽  
Specific Disorders ◽  
Open Question

The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

The Teachers’ Role in Developing Student’s Moral and Ethical Values

2021 ◽  
Author(s):  
Gorica Popovska ◽  
Filip Popovski
Keyword(s):  
Multicultural Education ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Global Education ◽  
Ethical Values ◽  
Moral Norms ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Ethical Education ◽  
Teachers Attitudes

Upbringing as a procedure of creating humans mind and character has always profoundly influenced the youth. Quality teachers are considered to be those individuals whose pedagogy is grounded in values and beliefs that lead to caring positive teacher-student relationships, embedded in trust and high standards of professional ethics. This study explored Macedonian teachers’ attitudes towards introducing Ethical education in the primary education and their competencies for developing students’ moral and ethical values. A Likert scale was used to determine teachers’ attitudes towards interpersonal relationships in the classroom. Research showed that the initial teacher’s education is not enough for quality pedagogical work. Teacher’s ethics contains moral norms regarding his behavior in society, attitude towards students, towards colleagues, towards his own work. The practice implemented by competent teachers is an ideal environment and model for developing the knowledge, skills and abilities that support the ethical concept. Teachers needed continuous professional development throughout the participation in seminars, trainings, courses, and projects that will provide them with the necessary information, knowledge and skills and enable them to compete pedagogically in the field of: intercultural and multicultural education, democratic education, inclusive education, ethical education, global education.

scholarly journals Permasalahan dalam Penyelenggaraan Pendidikan Inklusi di SDN Se Kecamatan Soko Kabupaten Tuban

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Ina Agustin
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Children With Special Needs ◽  
The Public ◽  
Special Services ◽  
Teacher Students ◽  
Management Curriculum

Abstrak: Penerapan pendidikan inklusi di Indonesia bertujuan untuk memberikan fasilitas dan layanan pendidikan bagi anak berkebutuhan khusus (ABK). Penyelenggaraan pendidikan inklusi sudah di terapkan di sekolah dasar seluruh Indonesia khususnya kota-kota besar, tetapi dalam pelaksanannya menemukan banyak permasalahan.. Penelitian ini bertujuan untuk mendeskripsikan permasalahan-permasalahan yang dialami oleh sekolah penyelenggara pendidikan inklusi di SD Negeri Se Kecamatan Soko Kabupaten Tuban. Subjek dalam penelitian ini adalah: guru Pembimbing Khusus (GPK), guru Kelas, kepala Sekolah di SD Negeri inklusif se-Kecamatan Soko Kabupaten Tuban.Teknik pengumpulan data menggunakan teknik wawancara, observasi, dokumentasi. Data yang diperoleh dari penelitian ini berupa data kualitatif yang kemudian dianalisis melalui kegiatan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan ada berbagai permasalahan yang di temukan dalam penyelenggaraan pendidikan inklusi, yaitu dari komponen guru, siswa, proses pembelajaran, manajemen sekolah, kurikulum, sarana prasarana, dan kerjasama. Permasalahan utama berkaitan dengan kurangnya kompetensi guru dalam menghadapi siswa ABK, minimnya kemampuan guru dalam proses pembelajaran, belum tersedianya ruang sumber untuk pemberian layanan khusus bagi ABK, belum adanya kurikulum plus,  dan berbagai jenis ABK yang memiliki keberagaman karakteristik. Permasalahan lainnya adalah berkaitan dengan kurangnya kepedulian orangtua terhadap ABK dan kurangnya kerjasama dari berbagai pihak seperti masyarakat, ahli professional dan pemerintah.Kata Kunci: Permasalahan, Pendidikan Inklusi, Anak Berkebutuhan KhususAbstract: The application of inclusive education in Indonesia aims to provide educational facilities and services for children with special needs (ABK). The implementation of inclusive education has been implemented in primary schools throughout Indonesia, especially in big cities, but in its implementation there have been many problems. This study aims to describe the problems experienced by schools providing inclusion education in the Public Elementary Schools in Soko Sub-District, Tuban Regency. Subjects in this study were: Special Advisors (GPK), Class teachers, headmaster all state Elementary Schools inclusive of Soko sub-district, in Tuban Regency. Data was collected through interview, observation, documentation techniques. The data obtained from this study are qualitative data which are then analyzed through data reduction activities, data presentation and conclusion drawing. The results showed that there were various problems found in the implementation of inclusive education, namely from the components of the teacher, students, the learning process, school management, curriculum, infrastructure, and collaboration. The main problem is related to the lack of competency of teachers in dealing with ABK students, the lack of teachers' ability in the learning process, the unavailability of source space for providing special services for ABK, the absence of a plus curriculum, and various types of crews who have diverse characteristics. Other problems are related to the lack of awareness of parents to ABK and the  lack of cooperation of various parties such as professional government and soceity.Keywords: Problems, Inclution Education, Children With Special Needs

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

scholarly journals PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

2013 ◽  
Vol 17 (1) ◽  
pp. 37-54
Author(s):  
N Dede Khoeriah
Keyword(s):  
Performance Evaluation ◽  
Elementary Schools ◽  
Focus Group ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Evaluation Model ◽  
Group Discussion ◽  
Qualitative And Quantitative ◽  
Class Management ◽  
Teachers And Students

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d)  berorientasi keragaman layanan. Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD. ______________________________________________________________DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATIONAbstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented  in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services. Keywords: development of an evaluation model, inclusive education, elementary school.

scholarly journals Model Shuttle Flow Dalam Pembelajaran Integratif Holistik Bahasa Indonesia Di Sekolah Dasar

2021 ◽  
Vol 5 (1) ◽  
pp. 98
Author(s):  
Sudirman Sudirman
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Flow Model ◽  
Language Skills ◽  
Core Competencies ◽  
Integrative Learning ◽  
The Relationship ◽  
Self Potential ◽  
And Training ◽  
Innovative Concept

This paper is an innovative concept in the field of learning, especially Indonesian in elementary schools. The Shuttle Flow Model is an invention, the result of contemplating experiences during and after teaching, observing, and training teachers in learning practices. The existence of a ‘shuttling’ movement between values and competencies during learning and prioritizing the elements of connectedness, wholeness, and beingness are the main features of this model. The purpose of this model is to help teachers teach Indonesian in an integrative-holistic manner as well as a solution to teacher constraints in integrative learning in primary schools. This model displays the flexibility in integrating the four aspects of language skills with the core competencies in the 2013 Curriculum which flow back and forth in the direction formed by the flow of competencies. This direction shows the relationship between aspects of language skills from and to core competencies. That is why it is called the Shuttle Flow Modle or the Shuttle Flow Model. The presence of this model is so important to guide teachers in developing the self-potential of students holistically. By using this model, teachers will never run out of material in teaching, they can even find out what aspects and competencies the students are weak in. There are five strengths of this model and four weaknesses. Strengths are intensified to minimize weaknesses. It is recommended that this learning model be an innovative choice in learning in elementary schools.

scholarly journals The Impact of Rock Music on Indian Young Adults: A Qualitative Study on Emotions and Moods

2021 ◽  
Vol 11 (4) ◽  
pp. 5361-5374
Author(s):  
Manaswini Tripathy ◽  
Mithunchandra Chaudhari
Keyword(s):  
Young Adults ◽  
Interpersonal Relationships ◽  
Rock Music ◽  
Qualitative Methodology ◽  
Social Issues ◽  
Country Rock ◽  
Vital Role ◽  
Self Control ◽  
Positive Effects ◽  
The Impact

Music has proven to play a vital role in social and emotional development in teenagers and young adults. From contemplation, developing self-identity, understanding interpersonal relationships, and providing possibilities of experience mastery, agency, and self-control with the help of self-directed activities, music helps its audience develop in all aspects of life. In specific, Rock music, since its existence has been more than entertainment, artists expressed themselves and shared their opinions through their musical pieces. Infamous for promoting drugs and alcohol, Rock Music used its platform to enlighten the audience about taboo topics like racism, inequality, and other social issues. This research paper uses a qualitative methodology approach to understand Rock Music listeners’ points of view. Data was collected through ‘in-depth interviews’ of 15 participants hailing from different parts of the country. Rock Music has several positive effects on the listeners. Rock can elevate moods, induce emotions, helps the listeners be more productive and creative with their everyday work, and constantly motivate them to do better in every aspect of life. Rock provides a platform to express feelings and vent out all the angst, especially for those who otherwise do not voice their opinions because of their nature in general. Rock Music has been able to shape personalities, characteristics, and thought processes. Moreover, majorly, Rock Music helps people with anger management.

scholarly journals Children being children: the value of an “importance filter”

2007 ◽  
Vol 1 (1) ◽  
pp. 15 ◽  
Author(s):  
Dr Jonathon Sargeant
Keyword(s):  
Information Processing ◽  
Young Children ◽  
Social Issues ◽  
Global Issues ◽  
Making Sense ◽  
The World ◽  
The Future ◽  
Key Issues ◽  
Internal Information ◽  
Processing Mechanism

The perspectives of young children are of considerable interest to the community yet remains largely misunderstood. This paper posits that children demonstrate an optimistic view of the world and the future that is also encased in a deeper understanding of key global, local, and social issues than previously thought. This study challenges the notion that children are either adversely affected by knowledge or ignorant of global issues outside their control. The effects of external media and the reputed social decay of society and the pessimistic worldview reportedly held by young children are questioned. In acknowledging the children’s understanding of key issues, this research identifies that children engage in an internal metacognitive processing of information that allows them to maintain their optimistic view of the world. This paper introduces the concept of an Importance Filter, an internal information processing mechanism that assists children in making sense of their world.

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