scholarly journals Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

2016 ◽  
Vol 35 (3) ◽  
pp. 302-322 ◽  
Author(s):  
Bob Algozzine ◽  
Holly Morsbach Sweeney ◽  
Jeong Hoon Choi ◽  
Rob Horner ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
School Personnel ◽  
Fidelity Of Implementation ◽  
Technical Adequacy ◽  
Integrated Framework ◽  
Implementation Tool ◽  
The Impact

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe

2016 ◽  
Vol 7 (2) ◽  
pp. 88-96
Author(s):  
Tinashe Chuchu ◽  
Vimbai Chuchu
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
School Context ◽  
The People ◽  
Perceptions And Attitudes ◽  
Negative Perceptions ◽  
Quota Sampling ◽  
The Impact

The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.

Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 1269-1291
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students' needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

scholarly journals Partnerships to promote inclusive education for students with disabilities in Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 85-95
Author(s):  
Somkate Uttayotha ◽  
Andrew Scheef
Keyword(s):  
Teacher Education ◽  
Pilot Study ◽  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Residential Schools ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
To Receive

Inclusive education provides opportunities for students with disabilities to learn alongside peers without disabilities. In some countries, such as Thailand, a dearth of opportunities for inclusive education means that students with disabilities are only offered enrollment in residential schools designed for students with disabilities. As a result, students are forced to leave their home communities to receive a public education. Inclusive education allows students to follow the same path as peers in their community, which benefits all parties. This qualitative pilot study featured interviews with stakeholders to better understand how schools can partner with regional entities to increase opportunities for inclusive education. Analysis of data lead to the emergence of three themes. First, the partnership led to an increase in collaboration, both between the school and outside agencies as well as within the school itself. Second, as many teachers did not receive instruction on developing inclusive classrooms while completing their teacher education programs, the coaching and mentoring delivered through the partnership was critical. Third, in order to ensure that the content of the training was meaningful and relevant, the delivery of services on-site in the school was identified by interviewees as essential. In addition to presentation of these findings, this paper includes a discussion of these findings, including implications for practice and future research.

Technology and Literacy for Students with Disabilities

2013 ◽  
pp. 83-104 ◽  
Author(s):  
Anya S. Evmenova ◽  
Margaret E. King-Sears
Keyword(s):  
Students With Disabilities ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
School Personnel ◽  
Instructional Materials ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Implementation Guidelines ◽  
The Impact

Literacy is an important part of our culture, providing access to a wide variety of information and opportunities. A myriad of assistive and instructional technologies exist to allow and enhance literacy activities for students with different abilities and needs. This chapter presents the TECH framework that can be used to guide school personnel in making decisions of which technology to choose: Targeting the students’ needs and the learning outcome; Examining the technology choices, then deciding what to use; Creating opportunities to integrate technology with other instructional activities; and Handling the implementation and monitoring the impact on students’ learning. Four scenarios for using TECH framework for literacy goals are described, including: (a) choosing and using mobile apps for literacy development of young students with developmental disabilities; (b) adapting curriculum literacy materials for students with significant intellectual disabilities; (c) enhancing writing for students with learning disabilities; and (d) providing and integrating accessible instructional materials (AIM) for students with print disabilities. This chapter provides technology implementation guidelines as well as suggestions of numerous technology tools available to support literacy teaching and learning for all students.

scholarly journals Inclusion at a Crossroads: Dismantling Ireland’s System of Special Education

2021 ◽  
Vol 11 (4) ◽  
pp. 161
Author(s):  
Michael Shevlin ◽  
Joanne Banks
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Class ◽  
Current System ◽  
School Personnel ◽  
Systematic Investigation ◽  
Special Schools ◽  
Special Education School

Ireland’s system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in mainstream education. There is one anomaly however: Ireland continues to operate a parallel system of special schools and classes with an emphasis on special class provision for students with disabilities. The aim of this paper is to examine the evolution of Ireland’s special education policy over the past three decades and explore the extent to which it is compatible with its obligations under the United Nations Convention for People with Disabilities (UNCRPD) and more recent discussions around moving to inclusive education. It uses a systematic investigation of policy and administrative data on special class growth over time to highlight anomalies between the policy narrative around inclusive education in Ireland and the continued use of segregated settings. The current system, therefore, suggests confused thinking at a policy level which has resulted in the implementation of special education grafted on to the general education system. Any move to an inclusive system therefore, in order to be successful, would require a root and branch overhaul of existing policies.

scholarly journals Inclusão Escolar: Análise do Processo de Inclusão na Escola Doutor Severino Alves de Sá, Instituição de Ensino Público no Município de Salgueiro-PE / School Inclusion: Analysis of the Inclusion Process at the Doctor Severino Alves de Sá School, Public Education Institution in the Municipality of Salgueiro-PE

2021 ◽  
Vol 15 (58) ◽  
pp. 292-303
Author(s):  
Gabriela Gonçalves Pires ◽  
Venceslau José Da Silva Filho ◽  
Kennya De Lima Almeida
Keyword(s):  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institution ◽  
People With Disabilities ◽  
Education Institution ◽  
Educational Context ◽  
Inclusion Process ◽  
The Disabled ◽  
Long Time

Resumo: O presente artigo tem como principal objetivo abordar o processo de inclusão na Escola Doutor Severino Alves de Sá, uma instituição pública de ensino que tem como proposta um ensino inclusivo próprio para atender aos alunos com deficiências que têm seus direitos garantidos por Lei. Sendo que um dos objetivos específicos deste trabalho é fazer uma análise sobre a historicidade do ensino inclusivo, o aspecto inclusivo no contexto educacional, a formação docente na perspectiva escolar e os benefícios da inclusão escolar para os alunos. Já a justificativa vem ao encontro da temática ser bastante quente e sempre está em discussão no meio educacional. O estudo visa ainda uma explanação bibliográfica sobre o tema apontando, inclusão escolar para pessoas com deficiências. Vale salientar que por muito tempo as pessoas com deficiências foram mantidas segregadas e praticamente privadas de convívio social. Apenas a partir do século XX, quando teve início sua desinstitucionalização e sua educação escolar é que se verificou uma melhor aceitação do deficiente. A problemática presente no artigo vem ao encontro de como se dá a prática do ensino inclusivo mediante teórica descrita no PPP. A metodologia utilizada consiste na revisão bibliográfica sobre o tema e no estudo do Projeto Político Pedagógico (PPP) da referida instituição de ensino. O principal resultado encontrado é que a escola embora tenha como proposta o ensino inclusivo, é perceptível que esse objetivo ainda está em implementação na instituição. Palavras-chave: Inclusão; Deficiência; Escola; Família; Sociedade.                            Abstract: The main aim of this article is to address the inclusion process at Escola Doutor Severino Alves de Sá, a public educational institution that proposes an inclusive education to serve students with disabilities who have their rights guaranteed by law. One of the specific objectives of this work is to carry out an analysis of the historicity of inclusive education, the inclusive aspect in the educational context, teacher education from a school perspective and the benefits of school inclusion for students.  The justification, on the other hand, is in line with the fact that the theme is quite hot and is always under discussion in the educational environment.  The study also aims to provide a bibliographical explanation on the topic, pointing to school inclusion for people with disabilities.  It is worth noting that for a long time people with disabilities were kept segregated and practically deprived of social interaction.  It was only from the 20th century onwards, when its deinstitutionalization and school education began, that there was a better acceptance of the disabled.  The issue present in the article is in line with how the practice of inclusive education takes place through the theoretical described in the PPP.  The methodology used consists of a literature review on the topic and the study of the Pedagogical Political Project (PPP) of the aforementioned educational institution.  The main result found is that the school, although its proposal is inclusive education, it is noticeable that this objective is still being implemented in the institution.Keywords: Inclusion, Disability, School, Family, Society. 

scholarly journals Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs

2019 ◽  
Vol 7 (2) ◽  
pp. 13-24
Author(s):  
Kristine J. Melloy
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Leaders ◽  
Preparation Programs ◽  
School Communities ◽  
Inclusive School ◽  
The Impact

University educational leadership preparation programs whose mission is to prepare Transitional Kindergarten through 12th grade (TK-12) school administrators need to transform their curriculum so that all leaders (not just special education leaders) have the knowledge and skills to create inclusive school communities that truly include all students. Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity, achievement and opportunity gaps remain in our nation’s public schools. The purpose of this conceptual study is to provide a look at redesigned preparation programs built on professional standards changes, evidencebased practices, and practice-based evidence correlated with inclusive school communities. Transformed preparation programs prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities, considering that 100% of the students spend 80% or more of their day in general education classrooms. The impact for students with disabilities is that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit.

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