scholarly journals Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

2017 ◽  
Vol 23 (4) ◽  
pp. 512-525
Author(s):  
Adelinda Araújo Candeias ◽  
Maria Luísa Grácio ◽  
Maria José Saragoça ◽  
Heldemerina Pires
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Training Needs ◽  
International Classification Of Functioning ◽  
Support Needs ◽  
Educational Legislation ◽  
Children And Young People ◽  
Teachers Perceptions ◽  
Short Period

Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers’ perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN—TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

Imagining Social Equity

2016 ◽  
pp. 247-261
Author(s):  
Helen J. Farrell
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Young People ◽  
Inclusive Education ◽  
Social Equity ◽  
Early Childhood Special Education ◽  
Interdisciplinary Teams ◽  
Education Intervention ◽  
Allied Health Professionals ◽  
Children And Young People

In my view, work in special and inclusive education, and early childhood special education intervention is challenging and exciting. The children and young people (and adults) with complex special needs have become the shared responsibility of both educators and many other allied health professionals in recent years. The unique patterns of special education service delivery to these children and young people require work in interdisciplinary teams. The mission and concern of the chapter offers the interdisciplinary community in the education sector including teachers, academics, graduate students, policy makers, researchers, non-governmental organisations, government officials, school boards, medical and paramedical professionals, and advocacy groups the opportunity to work together to explore what notions of social equity mean, and to investigate ways of ameliorating disadvantage in special and inclusive education, and early childhood special education intervention sectors.

Imagining Social Equity

2016 ◽  
pp. 505-519
Author(s):  
Helen J. Farrell
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Young People ◽  
Inclusive Education ◽  
Social Equity ◽  
Early Childhood Special Education ◽  
Interdisciplinary Teams ◽  
Education Intervention ◽  
Allied Health Professionals ◽  
Children And Young People

In my view, work in special and inclusive education, and early childhood special education intervention is challenging and exciting. The children and young people (and adults) with complex special needs have become the shared responsibility of both educators and many other allied health professionals in recent years. The unique patterns of special education service delivery to these children and young people require work in interdisciplinary teams. The mission and concern of the chapter offers the interdisciplinary community in the education sector including teachers, academics, graduate students, policy makers, researchers, non-governmental organisations, government officials, school boards, medical and paramedical professionals, and advocacy groups the opportunity to work together to explore what notions of social equity mean, and to investigate ways of ameliorating disadvantage in special and inclusive education, and early childhood special education intervention sectors.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Feeling safe, avoiding harm: Safety priorities of children and young people with disability and high support needs

2020 ◽  
pp. 174462952091749
Author(s):  
Sally Robinson ◽  
Anne Graham
Keyword(s):  
Young People ◽  
Support Needs ◽  
Opportunities To Learn ◽  
Children And Young People ◽  
Institutional Settings ◽  
Safety Strategies ◽  
People With Disability ◽  
Specific Skill ◽  
Facilitators And Barriers ◽  
High Support

This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7–25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability.

Training needs for nurses working with children and young people

2001 ◽  
Vol 8 (1) ◽  
pp. 27-31 ◽  
Author(s):  
James E Robinson ◽  
Susanne Kean ◽  
Dorothy A Whyte ◽  
Sarah E Baggaley ◽  
Heather Porter
Keyword(s):  
Young People ◽  
Training Needs ◽  
Children And Young People

Care and support needs of children and young people with cancer and their parents

2006 ◽  
Vol 15 (9) ◽  
pp. 805-816 ◽  
Author(s):  
Wendy Mitchell ◽  
Susan Clarke ◽  
Patricia Sloper
Keyword(s):  
Young People ◽  
Support Needs ◽  
Children And Young People ◽  
Care And Support

Towards a vital pedagogy: Learning from anti-ableist practice in art education

2020 ◽  
Vol 16 (1) ◽  
pp. 13-27
Author(s):  
Claire Penketh
Keyword(s):  
Young People ◽  
Art Education ◽  
Inclusive Education ◽  
Education For All ◽  
Children And Young People ◽  
Art Educators ◽  
Theory To Practice ◽  
Models Of Disability ◽  
Crip Theory ◽  
The Relationship

Abstract Art education has the potential to promote inclusive education for all children and young people. However, the pervasive discourse of special education, with an emphasis on individual deficit, support and remediation, can dominate our thinking about the relationship between disability and art education. This article reports on an attempt to resist the limitations of such discourses by introducing anti-ableist, crip theory to art educators (n=48). Visual and textual storyboards enabled practitioners to present, reflect and revise projects from a committed anti-ableist position. Modified projects reflected an awareness of the benefits of multi-sensory approaches, the advantages of interdependency and a greater resonance with contemporary arts practice. Acknowledging the challenges of taking theory to practice, the article suggests that anti-ableist theory can promote a vital pedagogy in art education. It concludes that crip theory can provoke practice-based resistance to deficit-based models of disability.

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