scholarly journals Training Needs of Academics on Inclusive Education and Disability

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402096275
Author(s):  
Anabel Moriña ◽  
Víctor H. Perera ◽  
Rafael Carballo
Keyword(s):  
Inclusive Education ◽  
Qualitative Methodology ◽  
Training Needs ◽  
Structured Interviews ◽  
Inductive System ◽  
Previous Training

The aim of this article is to analyze, from the academic staff’s perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and open-ended written questionnaires. We analyzed data using an inductive system of categories and codes. Three topics were addressed in the results: profile of academics according to their previous training, the importance of such training for them and the reasons for training, and the contents considered essential for training. In the conclusions section, the need for universities to design and implement training policies was addressed. In addition, the participants stated that they would be more sensitive and better prepared if they received training on disability-related issues. A clear conclusion of this study is that inclusive universities require the involvement of everyone.

scholarly journals Working towards an ideal inclusive education model for refugee background people with disabilities in New Zealand

2021 ◽  
Author(s):  
◽  
Lucy Croft
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
People With Disabilities ◽  
Theoretical Models ◽  
Alternative View ◽  
Structured Interviews ◽  
Perceptions Of Disability ◽  
The Status ◽  
Education Model

<p>New Zealand accepts up to 750 refugees per annum, with a category for refugees with disabilities, as part of its quota obligation under the United Nations Convention relating to the Status of Refugees (1957) (Immigration New Zealand, 2016). Immigration New Zealand’s Refugee Resettlement Strategy states that education is one of the main priorities with helping refugees resettle in New Zealand (Immigration New Zealand, 2013) Although there is some literature available on refugee background people and education in New Zealand, there is little focus on refugee background people with disabilities in education. This research explores how inclusive education spaces for refugee background people with disabilities could be implemented, and perceptions surrounding disability and inclusion.  In order to gain insights into the perceptions of people involved in policy or practice with refugee background people with disabilities, I used a feminist, qualitative methodology, and conducted semi-structured interviews with 11 participants who worked in education provision, non-government or government organisations that worked with refugee background people. These participants were interviewed in Auckland (n = 4), Wellington (n = 3) and Melbourne, Australia (n = 4). The Australian participants were interviewed in order to provide an alternative view to their New Zealand counterparts, although the primary focus was on New Zealand.  My findings suggest that participant perceptions of disability and inclusion generally followed social and medical models of disability, but rarely ecological. Participants who have direct experience with disability of refugee background people had more carefully constructed ideas. Based on participant answers, I developed an ideal inclusive education model encompassing physical, relational and pedagogical spaces, which could be applicable to refugee background people with disabilities. The thesis findings informs existing theoretical models and understanding of inclusive education spaces, and encourages greater inclusion of refugee background people with disabilities in education in New Zealand.</p>

scholarly journals Investigating the Perceptions of Pakistani Teachers Regarding the Academic Performance of Dyslexic Primary Level Students in the Mainstream Classrooms

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 137-146
Author(s):  
Qurratulain Ershad ◽  
Maria Shiraz ◽  
Mazna Toosy
Keyword(s):  
Academic Performance ◽  
Inclusive Education ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Educational Interventions ◽  
Structured Interviews ◽  
Primary Level ◽  
Mainstream Classrooms ◽  
Teaching Learning ◽  
Dyslexic Students

Inclusive education requires that education be delivered in a framework that is broad enough to accommodate equally the needs and the requirements of every learner in the society. This includes learners with disabilities like dyslexia who find difficulties in coping in the mainstream classrooms. This study explores the perceptions of the teachers regarding the academic performance of dyslexic students. A qualitative methodology was used and the sample was purposively selected comprising of seven teachers who were involved in teaching dyslexic students. Semi-structured interviews were conducted to determine their perceptions and the challenges that they encounter during the teaching-learning process. The main findings revealed that teacher awareness of dyslexia, teacher training, effective classroom instructions, and educational interventions can help dyslexic students cope in the mainstream classrooms.

scholarly journals Working towards an ideal inclusive education model for refugee background people with disabilities in New Zealand

2021 ◽  
Author(s):  
◽  
Lucy Croft
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
People With Disabilities ◽  
Theoretical Models ◽  
Alternative View ◽  
Structured Interviews ◽  
Perceptions Of Disability ◽  
The Status ◽  
Education Model

<p>New Zealand accepts up to 750 refugees per annum, with a category for refugees with disabilities, as part of its quota obligation under the United Nations Convention relating to the Status of Refugees (1957) (Immigration New Zealand, 2016). Immigration New Zealand’s Refugee Resettlement Strategy states that education is one of the main priorities with helping refugees resettle in New Zealand (Immigration New Zealand, 2013) Although there is some literature available on refugee background people and education in New Zealand, there is little focus on refugee background people with disabilities in education. This research explores how inclusive education spaces for refugee background people with disabilities could be implemented, and perceptions surrounding disability and inclusion.  In order to gain insights into the perceptions of people involved in policy or practice with refugee background people with disabilities, I used a feminist, qualitative methodology, and conducted semi-structured interviews with 11 participants who worked in education provision, non-government or government organisations that worked with refugee background people. These participants were interviewed in Auckland (n = 4), Wellington (n = 3) and Melbourne, Australia (n = 4). The Australian participants were interviewed in order to provide an alternative view to their New Zealand counterparts, although the primary focus was on New Zealand.  My findings suggest that participant perceptions of disability and inclusion generally followed social and medical models of disability, but rarely ecological. Participants who have direct experience with disability of refugee background people had more carefully constructed ideas. Based on participant answers, I developed an ideal inclusive education model encompassing physical, relational and pedagogical spaces, which could be applicable to refugee background people with disabilities. The thesis findings informs existing theoretical models and understanding of inclusive education spaces, and encourages greater inclusion of refugee background people with disabilities in education in New Zealand.</p>

scholarly journals Views and experiences of family physicians about Syrian refugee patients in Turkey: a qualitative research

2021 ◽  
Vol 22 ◽  
Author(s):  
Duygu Ayhan Baser ◽  
Özge Mıhcı ◽  
Meltem Tugce Direk ◽  
Mustafa Cankurtaran
Keyword(s):  
Primary Healthcare ◽  
Asylum Seekers ◽  
Health Care Services ◽  
Qualitative Methodology ◽  
Healthcare Delivery ◽  
Family Physicians ◽  
Healthcare Services ◽  
Free Access ◽  
Structured Interviews ◽  
Syrian Refugee

Abstract Aim: The aim of this study was to describe the attitudes, views and solution proposals of family physicians (FPs) about primary healthcare problems of Syrian refugee patients. This study would be the very first study for Turkey that evaluates the attitudes, views and solution proposals of FPs about primary healthcare problems of Syrian refugee patients. Background: Following the anti-regime demonstrations that started in March 2011, the developments in Syria created one of the biggest humanitarian crises in the world and the largest number of asylum seekers continue to be hosted in Turkey. There are some studies evaluating asylum seekers’ access to healthcare services in Europe, and the common result is that refugees have free access to primary healthcare services in most countries; however, they face many obstacles when accessing primary healthcare services. While there are studies in the literature evaluating the situation of access to primary healthcare services from the perspective of asylum seekers; there are few studies evaluating the opinions/views of FPs. Methods: A qualitative methodology informed by the grounded theory was used to guide the research. A total of 20 FPs were interviewed face to face through semi-structured interviews, using 12 questions about their lived experience and views caring of refugee population. Interviews were analysed thematically. Finding: The following themes were revealed: Benefiting from Primary Health Care Services, Benefiting from Rights, Differences Between the Approach/Attitudes of Turkish Citizens and Refugees, Barriers to Healthcare Delivery, Training Needs of Physicians, Solution proposals. FPs reported that there is a need for support in primary care and a need for training them and refugees in this regard and they specified refugee healthcare centres are the best healthcare centres for refugees; however, the number of these and provided services should be increased.

Healthcare professionals' roles within UK welfare-to-work provision: a multiple case study exploration

2021 ◽  
Vol 28 (7) ◽  
pp. 1-24
Author(s):  
Jenny Ceolta-Smith ◽  
Christine Kenney
Keyword(s):  
Clinical Supervision ◽  
Qualitative Methodology ◽  
Healthcare Professionals ◽  
Welfare To Work ◽  
Job Descriptions ◽  
Structured Interviews ◽  
Frontline Staff ◽  
Complex Needs ◽  
Work Settings ◽  
Multiple Case

Background/aims Healthcare professionals play an important role in vocational rehabilitation for people receiving welfare support. The research questions for this study were: how do qualified healthcare professionals operate in UK welfare-to-work settings? What factors influence healthcare professionals' practice within a UK welfare-to-work setting? Methods A qualitative methodology was adopted. Four semi-structured interviews were conducted and additional documents (the awarded Work and Health Programme bids and job descriptions) about the healthcare professionals' roles were reviewed. Inductive thematic analysis was undertaken. Results Five themes were generated from the interview data: supporting frontline staff to understand clients' health needs; moving clients with complex needs closer to work; getting it right for the client by individualising support; gaining consent and maintaining confidentiality; and seeking and organising clinical supervision. These themes were corroborated with the document data. Conclusions Healthcare professionals have a key role within welfare-to-work provision. Further research is needed to determine if the proposed healthcare professional roles have come to fruition, to identify their prevalence, and to explore their effectiveness.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

The role of insiders and organizational support in the learning process of newcomers during organizational socialization

2018 ◽  
Vol 30 (7) ◽  
pp. 562-575 ◽  
Author(s):  
Cecilia Mornata ◽  
Iolanda Cassar
Keyword(s):  
Learning Strategies ◽  
Organizational Support ◽  
Qualitative Methodology ◽  
Learning Strategy ◽  
Organizational Socialization ◽  
Human Resources Management ◽  
Structured Interviews ◽  
Content Type ◽  
Proactive Behaviors ◽  
Interpersonal Characteristics

Purpose This study aims to focus on newcomers’ learning strategies when they perceive organizational socialization support to be lacking, and on interpersonal characteristics that insiders should possess to support the newcomers’ proactive behaviors in this context. Design/methodology/approach Data were collected through 14 face-to-face, in-depth semi-structured interviews and analyzed with a conventional content analysis method (Paillé and Mucchielli, 2013), involving first a thematic analysis and afterward, a conceptual analysis using MaxQDA11©. Findings The authors’ analysis highlights that when newcomers perceive the formal organizational socialization support as lacking, they regulate their proactive behaviors by seeking indirect guidance, and more precisely, by engaging in informal interactions with insiders likely to help them socialize. These interactions can have a cost in terms of self-image, so newcomers regulate their proactive behaviors by looking for insiders perceived to be psychologically safe, even if they have to look for them in other working contexts. Practical implications Considering the regulation process of newcomers’ proactive behaviors according to their perceptions, human resources management should focus on those perceptions and develop a blended learning approach including formal learning programs, as well as individualized support to facilitate on-the-job learning and respond to personal needs. Special consideration should also be given to interpersonal skills displayed by insiders. Originality/value The originality of the study is the use of a qualitative methodology focusing on newcomers’ main learning strategy according to their perception of organizational socialization support and the psychological safety climate. The limitations of the authors’ work are the size of the study population and the fact that part of the interviewees were successfully socialized by reaching 15 months on their new post at the point where the interviews were conducted.

scholarly journals Challenges to the learning organization in the context of generational diversity and social networks

2018 ◽  
Vol 25 (2) ◽  
pp. 92-101 ◽  
Author(s):  
Renata Kaminska ◽  
Stefano Borzillo
Keyword(s):  
Social Networks ◽  
Learning Organization ◽  
Generation X ◽  
Qualitative Methodology ◽  
High Tech ◽  
Structured Interviews ◽  
Organizational Boundaries ◽  
Content Type ◽  
Generational Diversity ◽  
Company Culture

Purpose The purpose of this paper is to gain a better understanding of the challenges to the emergence of a learning organization (LO) posed by a context of generational diversity and an enterprise social networking system (ESNS). Design/methodology/approach This study uses a qualitative methodology based on an analysis of 20 semi-structured interviews in a high-tech organization and internal company documents relating to the introduction of a new, centralized ESNS. Findings This study uncovers fundamental differences between Generation X and Y employees regarding their ESNS adoption and use. While Xers take more time to adopt the new centralized ESNS introduced into the company, their use seems in line with the company culture and corporate norms of behavior. At the same time, even if Yers are faster ESNS adopters, they use it as they use Facebook disregarding the hierarchy and organizational boundaries. This creates tensions between Generation X and Y and undermines the formation of the LO. Research limitations/implications As conclusions are specific to a context of a single organization, the authors recommend other case studies, to enrich the findings. Originality/value By highlighting how the use of social networks modifies who has the power and the control over knowledge in an organization, this paper enriches the theory on the LO. It has implications for managers wishing to design LOs in the context of intergenerational diversity.

scholarly journals Developing Knowledge of Supply Chain Resilience in Less-Developed Countries in the Pandemic Age

Logistics ◽  
2022 ◽  
Vol 6 (1) ◽  
pp. 3
Author(s):  
João M. Lopes ◽  
Sofia Gomes ◽  
Lassana Mané
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
Qualitative Methodology ◽  
Developed Countries ◽  
Less Developed Countries ◽  
Structured Interviews ◽  
Developed Country ◽  
Supply Chain Resilience ◽  
Guinea Bissau ◽  
The Impact

The constraints imposed by the pandemic COVID-19 increased the risks of the disruption of supply chains, bringing new challenges to companies. These effects were felt more intensely in less-developed countries, which are highly dependent on imports of products and raw materials. This study aims to assess the impact of supply chain resilience in a less-developed country (Guinea-Bissau) using complex adaptive system theory. We used a qualitative methodology through multiple case studies. Semi-structured interviews were conducted with four companies. The semi-structured script contains questions about supply chain disruptions, vulnerabilities and resilience. The main results show that the companies in Guinea-Bissau, due to their dependence on the outside world and the absence of formal, larger and more diversified supply chains, suffered serious consequences with the disruption imposed by the pandemic. It was also concluded that the more resilient the supply chain, the fewer the impacts of crisis events and that the resilience of companies at this level depends on their obtaining competitive advantages over their competitors. The main practical implications of this study are the need to formalize the supply chain, diversify the supply of services and products of companies dependent on the exterior, adopt metrics that allow for the early detection of situations of supply chain disruption, effectively manage stocks and promote proactive crisis resolution strategies. Studies on the impact of resilience on supply chains in crises are scarce, especially on companies located in underdeveloped countries.

scholarly journals What is Crafts Entrepreneurship? The Development of its Definition Through Entrepreneurs` and Consumers` Perceptions

2021 ◽  
Author(s):  
Anzelika Smagina ◽  
◽  
Iveta Ludviga ◽  
Keyword(s):  
Empirical Study ◽  
Empirical Data ◽  
General Public ◽  
Qualitative Methodology ◽  
Creative Industries ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Survey Questions ◽  
Daunting Task ◽  
Definition Of

Defining craft entrepreneurship has been a challenge for many scholars and researchers in different countries. Not only because of the multidimensional nature of entrepreneurship, but also because of the differences in national regulations setting boundaries for each sector of the economy. Thus, in some countries, craft is a part of the Creative Industries, but in others it is considered as an independent sector of the economy. Understanding what craft is and how craft products can be differentiated and defined has also been a daunting task. Thus, consolidating theoretical knowledge on entrepreneurship and craft entrepreneurship gained from the literature with the results of an empirical study carried out among craft entrepreneurs and consumers of craft products, this study aims to conceptualize craft entrepreneurship and to develop propositions for the definition of craft entrepreneurship by integrating the meaning attributed to craft entrepreneurship and its specifics by craft entrepreneurs with the perception and meaning assigned to craft products and services by consumers. This study applies qualitative methodology and data gathered using semi-structured interviews and open-ended survey questions. 20 craft entrepreneurs represent a perspective of entrepreneurs about entrepreneurship and its specifics in the craft sector, whereas 445 consumers reflect the opinion of the general public about craft and craft-related products. The results of the study indicate that craft entrepreneurship is undoubtedly connected to handmade products, national traditions, small ventures and craft markets and fairs, where craft entrepreneurs commercialize their produce. Although numerous scholars have already attempted to conceptualize craft entrepreneurship theoretically, the contribution of this study is in its integrated application of theoretical and empirical data reflecting the perspectives of entrepreneurs and consumers.

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