The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

scholarly journals PENERAPAN METODE SAVI (SOMATIS, AUDITORI, VISUAL, INTELEKTUAL) PADA MATA PELAJARAN AKIDAH AKHLAK UNTUK PENINGKATAN MOTIVASI BELAJAR SISWA KELAS XI IPA MADRASAH ALIYAH ASSULAIMANIYAH MOJOAGUNG JOMBANG

AL MURABBI ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 82-91
Author(s):  
Ali muhsin Mushin
Keyword(s):  
Learning Outcomes ◽  
Learning Motivation ◽  
Learning Methods ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Inhibiting Factors ◽  
Quality Learning ◽  
Improve Student Learning ◽  
Positive Support

Quality learning processes involve many things, one of which is the method or model applied by the teacher. If a teacher conveys varied and stimulating learning, students will be more interested in listening to the material presented. Conversely, if the teacher only teaches with conventional methods, namely lectures, students will be bored and not interested in listening to the material being taught. In this case the role of the learning method is very important to increase students' learning motivation, especially in the XI IPA class students.Assulaimaniyah whose application of learning is still a conventional method. They need varied learning not monotonous in order to support maximum learning outcomes, as well as the Application of SAVI Learning Methods to Increase Learning Motivation Sisawa Class XI Science MA.Assulaimaniyah Mojoagung Jombang. Based on this background, this study aims to conduct and determine the application of SAVI learning methods to improve student learning motivation when applied in the XI IPA MA class. Assulaimaniyah. Type of qualitative research with methods of collecting data on observation, interviews, documentation and library data. Data Analysis Techniques Data collection as well as data reduction, data presentation, verification and conclusions. The results showed that when the application of the SAVI method was applied, students who were previously lacking in enthusiasm in receiving learning were more enthusiastic and active in participating in these varied learning methods, so students could learn more optimally in learning. Supporting factors, positive support and encouragement from homeroom teacher and researcher motivation. Inhibiting factors Factors of oneself, such as lack of enthusiasm and enthusiasm that arise from themselves

In-Service Teacher Training for Inclusion

2017 ◽  
Author(s):  
Chris Forlin ◽  
Kuen Fung Sin
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Best Practice ◽  
Inclusive Classrooms ◽  
New Graduates ◽  
Whole School ◽  
Positive Attitudes ◽  
Teacher Needs ◽  
Whole School Approach ◽  
Attitudes Toward Students

Following the UNESCO initial statement in 1994 that inclusive schools were the most effective way to counter discriminatory approaches and attitudes toward students with a disability, international legislation and policy has evolved to challenge exclusionary practices and focus attention on equal opportunities for all learners. Inclusion in education is now accepted as a basic right and the foundation for a fairer and equal society. In opposition to earlier dual systems of regular and special education, inclusive education presents a changed paradigm in the way that learners with diverse needs are educated. Specifically, generalist teachers are now required to be able to cater to the needs of the most diverse student populations both academically and socially within regular classrooms. In most regions, there has been a rather slow and lagging change in teacher preparation to support these new developments. It is frequently documented that new graduates and in-service teachers are not well prepared for managing inclusive classrooms and understanding differences among students. Many teachers will say that they require more professional learning opportunities about inclusive education than they currently receive. When teachers are appropriately trained, have positive attitudes toward including students with diverse abilities, and have access to appropriate resources and support, there are many good practices that become evident. Conversely, inadequate teacher education and a lack of suitable resources often inhibit teachers from developing the appropriate beliefs or attitudes necessary for becoming inclusive practitioners. As the demand for better training of teachers about the inclusion of students with diverse abilities increases, the question that arises is what constitutes best-practice professional learning for upskilling teachers about inclusive education? While a variety of existing practices ranging from in-school support to system-wide approaches are employed globally, identifying which to use must be grounded in the context and specific needs of individual teachers and schools. This article provides a review of the range of models of whole-school methods, including focusing on teacher competencies, developing school and university links, engaging in collaborative scholarship, and establishing professional learning communities. System support is also examined, as this is critical to effective training. The Hong Kong model is cited as a good example of a collaborative government system/university partnership toward upskilling teachers about inclusive education. This model provides a realistic approach to addressing this issue when a longitudinal plan has been implemented to upskill regular class teachers in inclusive education, using initially an off-site training program followed by a school-based whole-school approach that may be of interest to many other systems. Consideration is also given to the training needs of education assistants who work in inclusive classrooms and their roles in supporting students. The importance of lifelong professional learning should underpin decisions regarding what model or approach to adopt, as student and teacher needs will undoubtedly change over time.

scholarly journals A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School

2018 ◽  
Vol 8 (4) ◽  
pp. 9 ◽  
Author(s):  
Wai Chun Cherry Au ◽  
Kerry John Kennedy
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Positive Psychology ◽  
Mental Health Problems ◽  
School Curriculum ◽  
Supporting Evidence ◽  
Positive Education ◽  
Whole School ◽  
Whole School Approach ◽  
Group Interviews

Students’ mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program’s effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program’s effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefitted from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students’ wellbeing by infusing essence from positive psychology to the school curriculum.

A Whole-School Approach to Guidance: A Hong Kong Experience

1997 ◽  
Vol 15 (2) ◽  
pp. 22-28 ◽  
Author(s):  
Eadaoin K. P. Hui ◽  
Rita C. C. Lo
Keyword(s):  
Hong Kong ◽  
Whole School ◽  
Whole School Approach

scholarly journals Improving reading performance through the whole school approach: the sample of Hong KongTüm okul yaklaşımıyla okuma performansının artırılması: Hong Kong örneği

2019 ◽  
Vol 16 (1) ◽  
pp. 270
Author(s):  
Dursun Aksu ◽  
Fatih Selim Sellüm
Keyword(s):  
Hong Kong ◽  
Reading Skills ◽  
Student Assessment ◽  
Reading Performance ◽  
English Summary ◽  
School Students ◽  
International Student Assessment ◽  
Whole School ◽  
The World ◽  
Whole School Approach

In the digital age, it is expected that students will not only have experience and passion for reading, but also will develop their reading skills to learn. Reading is one of the most important skills that develop the human and increase life-long learning capacity. Individuals can improve their personal, moral and emotional qualities to strengthen their sense of responsibility towards the family, society, nation and the world through reading. The individual can develop his personal, moral and emotional qualities in order to strengthen the sense of responsibility towards his family, society, nation and the world through reading.The life experiences of elementary school students are limited, but effective readings help to expand their horizons and perspectives. People can bring their knowledge and experiences together by reading. At the time of reading, students should have the ability to put out the deep meaning of the text, their learning experiences, and the ability to put new knowledge on their prior knowledge to build meaning. The Programme for International Student Assessment (PISA) is one of the most comprehensive educational research at the international level. The PISA survey, conducted every three years since 2000, aims to measure students' achievement in science, reading skills and mathematics. When our country's reading performance is compared with other countries, it is seen that it is ranked 50th among the 70 countries participating in the program in 2015. Hong Kong, which participated in the same program, appears to be the 2nd. The purpose of this research is to examine the "whole school approach" adopted by Hong Kong, performed high reading achievement in 2012 and 2015 PISA exams, during the learning and development of reading and the studies it has carried out based on it.  For this purpose, Hong Kong's Basic Education Program Guide will be reviewed. The sections in which the success of reading in the PISA examinations and the effects of the whole school approach on this success were examined by the researchers and translated into Turkish. The data obtained were reviewed with language experts. The content analysis of the data has been made and three themes have been created that reveal all aspects of the (whole school approach TO: (1) Identify the Whole school approach (WSA), (2) School responsibilities in Whole school approach (WSA) and (3) Stakeholders' responsibilities in the Whole school approach (WSA). The results of the research show that there are responsibilities and responsibilities to school administrators, school program development experts, teacher-librarians, teachers, parents and students in improving reading performance with the whole school approach. It was concluded that the task and responsibility of gaining reading performance and habit should not be left to teachers only. In addition, success in improving reading performance with the whole school approach can be achieved in proportion of each stakeholder performing their duties.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetDijital çağda, bilgi temelli toplumdaki taleplerle başa çıkabilmek için, öğrencilerden yalnızca deneyimleri ve okuma tutkusuna sahip olması beklenmemekte, aynı zamanda öğrenmek için okuma becerilerini de geliştirmesi beklenmektedir. Okuma, insanı bir bütün olarak geliştiren ve yaşam boyu öğrenme kapasitesini artıran en önemli becerilerden biridir.  Birey okuma yoluyla ailesine, toplumuna, milletine ve dünyaya karşı sorumluluk duygularını güçlendirmek için kendi kişisel, ahlaki ve duygusal niteliklerini geliştirebilir. Yine okuma yoluyla farklı fikir, görüş, değer ve kültürlere açık görüşlülükle yaklaşmayı öğrenir.İlkokul öğrencilerinin yaşam deneyimleri sınırlıdır, ancak etkili okumalar ufuklarını ve perspektiflerini genişletmeye yardımcı olur. İnsanlar okumalarla bilgilerini ve deneyimlerini bir araya getirebilir. Okuma sırasında öğrencilerin, metnin derin anlamını çıkarabilmeleri, anlam kurmaları için önbilgilerinin üzerine öğrenme deneyimlerini ve yeni bilgiyi koyabilme becerisine sahip olması gerekir. Uluslararası Öğrenci Değerlendirme Programı (PISA) uluslararası düzeyde fen, matematik ve okuma alanlarında yapılan önemli bir eğitim araştırmasıdır. 2000 yılında başlamıştır ve üç yılda bir tekrarlanan PISA araştırması, öğrencilerin fen, okuma becerileri ve matematik alanlarındaki başarı durumu ölçmeyi amaçlamaktadır. Ülkemizin okuma alanındaki başarısı diğer ülkelerle karşılaştırmalı olarak incelendiğinde 2015 yılında programa katılan 70 ülke arasında 50. sırada yer alındığı görülür. Aynı programa katılan Hong Kong’un ise 2. olduğu görülmektedir. Bu araştırmanın amacı 2012 ve 2015 PISA sınavlarında okuma alanında yüksek başarı gösteren Hong Kong’un okumanın öğrenilmesi ve geliştirilmesi sürecinde benimsediği “tüm okul yaklaşımı”nı ve buna dayalı gerçekleştirdiği çalışmaları incelemektir. Bu amaçla Hong Kong’un Temel Eğitim Program Kılavuzu incelenmiştir. Kılavuzda PISA sınavlarında okuma bölümünde elde edilen başarının ve tüm okul yaklaşımının bu başarıya etkilerinin anlatıldığı bölümler araştırmacılar tarafından incelenmiş ve Türkçeye çevrilmiştir. Elde edilen veriler dil uzmanlarıyla tekrar gözden geçirilmiştir. Verilerin içerik analizi yapılmış ve “ tüm okul yaklaşımının” tüm yönleriyle ortaya koyan üç tema oluşturulmuştur: (1) Tüm Okul Yaklaşımını (TOY) tanıma, (2) TOY okulda yapılaması gerekenler ve (3) TOY paydaşların rolleri. Araştırma sonuçları tüm okul yaklaşımıyla okuma performansının geliştirilmesinde okul yöneticilerine, okul program geliştirme uzmanlarına, öğretmen-kütüphanecilere, öğretmenlere, ebeveynlere ve öğrencilere sorumluluk ve görevler düştüğü göstermektedir. Okuma performansı ve alışkanlığının kazandırılması görev ve sorumluluğu sadece öğretmenlere bırakılmaması gerektiği sonucuna varılmıştır. Ayrıca tüm okul yaklaşımıyla okuma performansının artırılmasındaki başarı, her paydaşın üzerine düşen görevleri yapması oranında sağlanabilir.

scholarly journals The Council of Europe's Reference Framework of Competences for Democratic Culture : Policy context, content and impact

2020 ◽  
Author(s):  
Martyn Barrett
Keyword(s):  
Learning Outcomes ◽  
Formal Education ◽  
Council Of Europe ◽  
Democratic Culture ◽  
Reference Framework ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach ◽  
Main Components ◽  
The Impact

The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning to have on Council of Europe actions in the sphere of formal education.

Survey on the attitude of general education teachers towards the inclusive education

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Alexandar Krastev ◽  
◽  
◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Educational Environment ◽  
Mainstream Teachers ◽  
Whole School ◽  
Close Relationship ◽  
Service Training ◽  
Whole School Approach ◽  
Education Support

The report addresses some of the problems associated with attitudes towards inclusive education among mainstream teachers. The role of the general education teacher in the process of inclusion is analyzed. Knowledge of the inclusive education standard and its application in practice. The research raises several global questions: What are the attitudes of general education teachers towards inclusive education and its application in practice?; To what extent do general education teachers feel prepared and motivated to work in an inclusive educational environment? Does inclusive education support the whole school approach to implementing the process of inclusion in mainstream education? The survey revealed a positive attitude towards inclusive education among teachers. The large percentage of them still do not feel well prepared. The need for methodological support remains crucial. The willingness of teachers to implement the whole school approach and co-teaching as tools to improve the inclusive educational environment is interesting. The survey answered that pre-service training has a close relationship with the attitudes and attitudes of general education teachers in the inclusion process

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