The Education of Individuals With Disabilities in Guyana: An Overview

2018 ◽  
Vol 54 (4) ◽  
pp. 246-250
Author(s):  
Keon A. Cheong ◽  
Ryan O. Kellems ◽  
Margaret M. Andersen ◽  
Katie Steed
Keyword(s):  
Students With Disabilities ◽  
Education System ◽  
Historical Background ◽  
Educational Services ◽  
Full Potential ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
The Past ◽  
Services And Supports ◽  
Educational Placements

Over the past 20 years, the education system in Guyana has significantly improved. Despite this improvement, students with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made, there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full potential is realized. This column presents a brief historical background and summary of current practices related to the identification, educational placements, and provision of educational services and supports for students with disabilities in Guyana. Additional needs and future recommendations are also included.

Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

2002 ◽  
Vol 21 (3) ◽  
pp. 21-28 ◽  
Author(s):  
Kimberly G. Griffith ◽  
Mark J. Cooper
Keyword(s):  
Students With Disabilities ◽  
Educational Administration ◽  
Americans With Disabilities Act ◽  
Role Model ◽  
Personal Characteristics ◽  
Legal Rights ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
Educational Administrators ◽  
Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

Features of the Functioning of the Modern Inclusive Education System

2020 ◽  
Vol 8 (4) ◽  
pp. 49-53
Author(s):  
N. Logachev
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Study Groups ◽  
Qualitative And Quantitative Analysis ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Modern System ◽  
Methodological Approaches

The article contains the results of a study focused on identifying problems of inclusive higher education in Russia. The author, based on the systematization of scientific and scientific-methodological literature, identifies the main methodological approaches to building an inclusive higher education system in modern Russia, conducts a survey of students with disabilities and disabilities, as well as conditionally healthy students studying in inclusive study groups, about the features the functioning of the modern system of inclusive higher education. The results of a qualitative and quantitative analysis of the survey data allowed the author to identify the problems of modern vocational education of persons with disabilities and disabilities.

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 164-172
Author(s):  
Aimee Massafra ◽  
Tracy Gershwin ◽  
Katrine Gosselin
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Current Policy ◽  
Individuals With Disabilities ◽  
Policy Practice ◽  
The Past ◽  
Disabilities Education Act ◽  
Training And Supervision ◽  
Education Act

Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

Right to Inclusive Education for Students with Disabilities in Kenya

2015 ◽  
Vol 18 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Brent C. Elder
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Child Labor ◽  
Education System ◽  
Healthcare Access ◽  
Plan Implementation ◽  
Persons With Disabilities ◽  
Laws And Policies ◽  
Access To Food ◽  
International Instruments

Abstract This article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive education in Kenya. Inclusive education is in its nascent stage in Kenya, and many barriers currently exist in the development of an inclusive education system. Such barriers include: poverty, child labor, natural disasters, HIV/AIDS, gender, ethnicity, access to healthcare, access to food, and availability of clean drinking water. In order for Kenya to develop an inclusive education system in accordance with the CRPD, the author proposes the following: development of a country/region-centered plan, implementation of inclusion reports, development of an inclusive network for schools throughout Kenya, and clarification of ambiguous language and terms within Article 24 of the CRPD, as applied to Kenyan laws and policies.

scholarly journals ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION

2021 ◽  
Vol 32 (1) ◽  
pp. 69-86
Author(s):  
Olena Tymchyk ◽  
Yuliia Zhukova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Educational Services ◽  
Persons With Disabilities ◽  
Quality Of Higher Education ◽  
Mobility Programs ◽  
The Individual

The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed the few of Ukrainian universities’ websites, authors propose the development of a unified approach for the special educational services provision. Authors also determine its main elements as: definition of educational difficulties; systematic monitoring of the availability of higher education institutions and of the level of satisfaction of special educational services; expansion of the collected information about students with disabilities; programs of communication ethics among teachers, students and persons with disabilities; psychological services; monitoring the observance of the rights of students with disabilities; inclusion of students with disabilities in academic mobility programs; employment of students with disabilities; determination of quality indicators for the special educational services provision; providing full information on the possibility of provision services to students with disabilities; representation of students with disabilities in the advertising products of institutions – as equal members of the student community. The authors consider these elements as an appropriate base for determination of the quality of higher education institutions inclusion. At the same time, teachers use the individual approach, adjusting a system of «smart adaptation» for students with different physiological and psychological characteristics.

scholarly journals Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems

2020 ◽  
Author(s):  
Anne M. Hayes
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
World Health ◽  
Middle Income ◽  
Persons With Disabilities ◽  
School Based ◽  
The World ◽  
Screening And Identification

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

Trends and Influences in the Integration of Students with Disabilities in Australia

1995 ◽  
Vol 19 (2) ◽  
pp. 47-53 ◽  
Author(s):  
Ian Dempsey ◽  
Phil Foreman
Keyword(s):  
Students With Disabilities ◽  
People With Disabilities ◽  
Australian Bureau ◽  
Educational Placement ◽  
National Data ◽  
School Students ◽  
Data Set ◽  
The Past ◽  
Australian Bureau Of Statistics ◽  
Educational Placements

Although support for the integration of students with disabilities has increased in the past 20 years in Australia, it has not been clear to what extent this support has resulted in less restrictive educational placements for these students. This paper reports the results of an analysis of trends in the placement of students with disabilities in Australian schools. The paper also discusses the influence on this educational placement by sex, age and number of disabilities of school students, and their State of residence. This discussion follows the analysis of portions of a national data set compiled by the Australian Bureau of Statistics that related to people with disabilities.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Integrating Bioinformatics Strategies in Cancer Immunotherapy: Current and Future Perspectives

2020 ◽  
Vol 23 (8) ◽  
pp. 687-698 ◽  
Author(s):  
Houda N. Washah ◽  
Elliasu Y. Salifu ◽  
Opeyemi Soremekun ◽  
Ahmed A. Elrashedy ◽  
Geraldene Munsamy ◽  
...  
Keyword(s):  
Cancer Immunotherapy ◽  
Therapeutic Potential ◽  
Cell Cancer ◽  
Full Potential ◽  
Future Perspectives ◽  
The Past ◽  
Bioinformatics Tools ◽  
Treatment Paradigm ◽  
Immunotherapy Of Cancer ◽  
Significant Attention

For the past few decades, the mechanisms of immune responses to cancer have been exploited extensively and significant attention has been given into utilizing the therapeutic potential of the immune system. Cancer immunotherapy has been established as a promising innovative treatment for many forms of cancer. Immunotherapy has gained its prominence through various strategies, including cancer vaccines, monoclonal antibodies (mAbs), adoptive T cell cancer therapy, and immune checkpoint therapy. However, the full potential of cancer immunotherapy is yet to be attained. Recent studies have identified the use of bioinformatics tools as a viable option to help transform the treatment paradigm of several tumors by providing a therapeutically efficient method of cataloging, predicting and selecting immunotherapeutic targets, which are known bottlenecks in the application of immunotherapy. Herein, we gave an insightful overview of the types of immunotherapy techniques used currently, their mechanisms of action, and discussed some bioinformatics tools and databases applied in the immunotherapy of cancer. This review also provides some future perspectives in the use of bioinformatics tools for immunotherapy.

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