Strategies for Developing Inclusive Practices in Small, Rural Schools

1998 ◽  
Vol 17 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Kim S. Beloin
Keyword(s):  
High School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Challenging Behaviors ◽  
Educational Needs ◽  
Rural School ◽  
Diverse Range ◽  
School Practices ◽  
Inclusive School ◽  
Small Rural Schools

This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.

scholarly journals Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School

2014 ◽  
Vol 1 (2-3) ◽  
pp. 255-257
Author(s):  
Oksana Voroshchuk ◽  
Ulyana Ketsyk
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Rural School ◽  
Educational Activity ◽  
Mountainous Region ◽  
Mountain Area ◽  
Special System ◽  
Teachers Training

The article deals with the problem of inclusive education of children with the specialeducational requirements at comprehensive rural school in a mountainous region. The authorindicates that the special system of inclusive education for such students at rural schools isimportant at present time. The results of questionnaire of parents as to their knowledge aboutinclusive education are shown. Social teachers who work at rural schools in a mountainous regionshould conduct informatively-elucidative work among parents with the aim of support of vitalfunctions of school, improvement of understanding and communication of all students of school,taking into account the special educational necessities of separate students, and also give anopportunity to the children with the special educational necessities to get such a social experienceas well as their healthy friends.

scholarly journals Is the grass really greener? A qualitative study of teacher reflections on their decision to migrate from small rural districts to larger school districts

2020 ◽  
Author(s):  
◽  
Deanna L. Jurkowski
Keyword(s):  
School Districts ◽  
Qualitative Study ◽  
Rural Schools ◽  
Rural School ◽  
Decision To Leave ◽  
Rural Districts ◽  
Rural School District ◽  
School District Leaders ◽  
Small Rural Schools ◽  
Small Rural School

Teacher retention in rural schools continues to be an area of concern. This qualitative study examines why teachers migrate from small, rural school districts to teach in larger districts by interviewing teachers who have already made the move and who have taught in both environments. It also shares the perceptions of teachers as they reflect on their experience in the small district as well as how they now feel about their decision to leave the small rural district. Findings indicate that teachers look back fondly at their time in small rural schools and, while they do not regret their decision to leave, they do think more teachers should have that experience. Teachers discussed the similarities and differences of the district sizes and gave their personal reasons for leaving. Findings reveal teachers primarily leave small rural districts for financial concerns and enjoy a smaller workload at the secondary level in the larger districts. Workload at the elementary level seemed to be similar. Recommendations for small rural school district leaders are presented.

Inclusive school environment and mechanisms for the emergence of segregation barriers in school

2020 ◽  
pp. 1-9
Author(s):  
Nina Cebotaru
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Ongoing Debate ◽  
The World ◽  
Inclusive School ◽  
Educational Structures ◽  
Educational Inclusion

Both internationally and nationally there is an ongoing debate on the benefits of including children with special educational needs in the educational structures alongside their peers. School integration of children with special educational needs creates discussions, disputes, but it is a tendency throughout the world. Inclusive education encompasses this discussion and, in addition, the orientation towards quality and efficiency of the entire educational system, formal and non-formal. Some parents, specialists and even people with disabilities argue that a person who is prevented from participating with his or her peers in general schools is denied the fundamental right to education. Others, on the contrary, assert that by integrating into the general schools many children with special needs are not assured of meeting their needs. Therefore, these different opinions and circumstances have influenced the purpose of the present paper; that consists in the deeper study of awareness and practices in the field of educational inclusion of children with special educational needs (SEN) at school and community level.

Inclusive School Reform in Eswatini

2020 ◽  
Author(s):  
Cebsile P. Nxumalo
Keyword(s):  
School Reform ◽  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
School Change ◽  
Diverse Range ◽  
Inclusive School ◽  
Southern Africa Development Community

Inclusive school reform has been a subject of concern in many countries, including the Kingdom of Eswatini. One of the forces that has shaped this reform agenda are the demands on transforming schools to embrace inclusive education, thus catering for diverse learners. Effective and sustainable inclusive reform is dependent on comprehensive school reform (CSR) approaches to change, with a focus on embracing and catering for diversity of learners from a broader perspective other than disability and special needs. CSR is one approach to change that is being used with some success in general education and has proven to have the potential of developing more inclusive schools. This is because such reform develops effective, sustainable programs that improve educational outcomes for all learners, with or without special needs and disabilities. CSR provides administrators and teachers with a framework to develop successful, effective, and sustainable inclusive programs. Each country has designed its own ways to ensure inclusive school reform. Inclusive school reform in Eswatini is situated within the context of a comprehensive larger school change effort that promises to improve educational outcomes for all learners while providing the necessary support to allow general classrooms to be changed to accommodate a diverse range of learners. The Southern Africa Development Community school reform model known as Care and Support for Teaching and Learning (CSTL) or “Inqaba,” which means fortress—a safe haven for all learners—has played an important role in the implementation of inclusive school reform in Eswatini. The Inqaba model is a comprehensive response and represents a pragmatic pathway toward inclusive quality education. Creating a caring, supportive, and inclusive teaching and learning environment in every school requires implementing a diverse, comprehensive, and multisectoral response, such as Inqaba, despite some challenges.

scholarly journals Illusions of inclusion: typical mistakes of parents of ASD children. Inclusive school experience

2017 ◽  
Vol 15 (3) ◽  
pp. 48-53
Author(s):  
T.U. Khotyleva ◽  
S.A. Rosenblum
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Inclusive Education ◽  
Effective Interaction ◽  
Children With Autism ◽  
School Experience ◽  
Future Planning ◽  
Inclusive School ◽  
Main Factors ◽  
Constructive Interaction

Despite the great motivation for sending children with autism disorders into inclusive educational organiza¬tions, unpreparedness of some parents for real inclusion can interrupt constructive interaction with the school. Meanwhile, effective interaction between the school and parents is one of the main factors of successful inclusive education. Such interaction is provided by the psychological and pedagogical services of the school. Long stand¬ing experience of specialists of inclusive high school № 1540 allowed authors to analyze the erroneous views on inclusive education of parents with ASD children. Typical mistakes of parents are described and the need for informed child’s future planning which includes the development of emotional intelligence is emphasized.

scholarly journals Preparation of rural school teachers to work in conditions of inclusive education

2021 ◽  
Vol 2 (8) ◽  
pp. 126-136
Author(s):  
Liliya V. Zhavoronkova ◽  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Inclusive Education ◽  
Rural Schools ◽  
Professional Education ◽  
Educational Programs ◽  
Rural School ◽  
Educational Process ◽  
Teaching Staff ◽  
Scientific Center

The problem of providing accessible and quality education for children with disabilities studying in rural schools is one of the main tasks of modern education. The need to include all children in the educational process, without exception, makes it relevant to discuss the problem of preparing teachers of rural secondary schools for the implementation of inclusive education. The author of the article examines the training of teachers on the example of one of the rural secondary schools of the Yaroslavl region. The article is presented from the standpoint of the implementation of the requirements for the labor function «Pedagogical activities for the design and implementation of basic general educational programs and adapted general educational programs». It is based on the professional standard «Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)”. The article actualizes the competencies of teaching staff, which need to be formed to ensure inclusive education, it determines the priority areas of training teachers of rural schools to work in the inclusive educational process: normative; motivational – value; cognitive; procedural – technological; professional and competence. The author describes the components of training teachers of rural schools in the Yaroslavl region to work in inclusive classes: the possibility of mastering special defectological programs of different levels (higher education and master's degree); the possibility of obtaining additional professional education in the form of professional retraining or course improvement of qualifications; internships on the basis of leading inclusive educational organizations; participation in training events at various levels; activities as part of the problem group of the laboratory «Pedagogy of the rural school» of the Scientific Center of the Russian Academy of Education at the YaSPU named after K. D. Ushinsky, participation in implementing innovative projects at the municipal and regional levels.

scholarly journals A Educação Inclusiva no Cotidiano Escolar: Práticas Vivenciadas na Escola Estadual Euclides da Cunha em Parnamirim - PE / Inclusive Education in Daily School: Practices Experienced at the Euclides da Cunha State School in Parnamirim - PE

2021 ◽  
Vol 15 (58) ◽  
pp. 167-176
Author(s):  
Paulo Victor Da Silva Costa ◽  
Diórgenes Gonçalves dos Santos
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Physical Space ◽  
Educational Needs ◽  
Pedagogical Practices ◽  
State School ◽  
Special Educational Needs ◽  
School Practices ◽  
The Face ◽  
Euclides Da Cunha

Resumo: O presente estudo objetiva analisar as práticas pedagógicas dos educadores, bem como suas visões sobre a inclusão de estudantes com deficiência na Escola Estadual Euclides da Cunha, no município de Parnamirim-PE. Para isto foi aplicado questionários semiestruturados, onde professores que atendem a este público na sala multifuncional responderam sobre questões direcionadas a temática em estudo e a realidade vivenciada na unidade escolar em pesquisa. Os resultados alcançados mostram que a instituição busca trabalhar oferecendo o melhor a esses alunos, porém ainda existe a necessidade de melhorias, em aspectos como a formação dos professores não capacitados para lidar com os alunos com necessidades educacionais especiais. A análise dos resultados permite concluir que a escola dispõe de espaço físico adequado, material didático adaptado e mesmo diante de algumas dificuldades, esses alunos têm um bom relacionamento com os professores e demais colegas.Palavras-Chave:  Inclusão, Necessidades educacionais especiais, Práticas docentes Abstract:This study aims to analyze the pedagogical practices of educators, as well as their views on the inclusion of students with disabilities in the Euclides da Cunha State School, in the municipality of Parnamirim-PE. For this, semi-structured questionnaires were applied, where teachers who serve this audience in the multifunctional room answered questions directed at the theme under study and the reality experienced in the school unit under study. The results achieved show that the institution seeks to work by offering the best to these students, but there is still a need for improvements in aspects such as the training of teachers who are not qualified to deal with students with special educational needs. The analysis of the results allows us to conclude that the school has adequate physical space, adapted teaching material and even in the face of some difficulties, these students have a good relationship with the teachers and other colleagues. Keywords: Inclusion, Special educational needs, Teaching practices

scholarly journals Community participation in rural Ecuador’s school feeding programme

2017 ◽  
Vol 117 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Irene Torres ◽  
Venka Simovska
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Participation ◽  
Rural Schools ◽  
Local Conditions ◽  
Content Type ◽  
School Feeding ◽  
Education And Health ◽  
Meaningful Participation ◽  
Small Rural Schools

Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

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