scholarly journals Creating a positive perception toward inclusive education with future-oriented thinking

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Kaede Maeda ◽  
Hirofumi Hashimoto ◽  
Kosuke Sato
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Functional Limitations ◽  
Educational Systems ◽  
Positive Attitudes ◽  
Special Needs Education ◽  
Segregated Model ◽  
Inclusive Society ◽  
Inclusive Form

Abstract Objective The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations. Results Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

Formation of a morphological basis for spelling activity among primary schoolchildren with speech underdevelopment

2021 ◽  
Vol 82 (1) ◽  
pp. 36-43
Author(s):  
I. V. Prishchepova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Speech Therapy ◽  
Russian Language ◽  
Educational Activity ◽  
Practical Significance ◽  
Educational Institutions ◽  
Morphological Basis ◽  
Primary Schoolchildren

This paper sets out to investigate problems associated with the formation of educational activity (including spelling) among students with disabilities. The author describes principles of speech therapy, generalises the results of long-term experience in studying dysorphography among primary schoolchildren with speech underdevelopment, indicates a positive and stable dynamics in the formation of a morphological basis for spelling activity (need-motivational, content-operational, control-evaluative components), as well as notes an overall increase in academic performance in the Russian language. The study has practical significance in terms of developing prevention and correction methods for managing this type of dysorphography among primary schoolchildren with speech underdevelopment. The described methods can be used for eliminating the mechanisms and symptoms of dysgraphia, carrying out a targeted and controlled formation of spelling activity, and improving spelling literacy. The obtained findings can be applied in speech therapy centres and educational institutions that carry out inclusive education of schoolchildren.

scholarly journals Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait

2020 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
Alenezi Nouf ◽  
Alqallaf Bader ◽  
Zainab Abbas
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Learning Difficulties ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Provision Of Services ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

scholarly journals THE PERCEPTIONS OF PRIMARY EDUCATION TEACHERS ABOUT INCLUSIVE EDUCATION IN THE GREEK EDUCATIONAL SYSTEM

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Vasileiadis Ilias ◽  
Koutras Spyros ◽  
Ioanna Dimitriadou
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Learning Climate ◽  
Typically Developing ◽  
Northern Greece ◽  
Effective School ◽  
Positive Attitudes ◽  
Key Factor ◽  
Teachers Attitudes

Teachers’ attitudes towards inclusive education of typically developing and non-typically developing students are a key factor for effective school psychological support, smooth attendance of all students and seamless operation of the classroom. The purpose of the present study was to investigate the views of primary education teachers in schools of Northern Greece regarding the factors that shape their attitudes and influence their participation in promoting the joint education of disabled and non-disabled students. The research sample consisted of 48 primary school teachers in the area. The Teacher Attitudes Toward Inclusion Scale (TATIS) questionnaire was adapted and administered. The results of the study show that teachers who have been involved in inclusive education processes in the past and evaluate their participation as positive for themselves and their students, develop and establish more positive attitudes regarding the usefulness of inclusive education programmes compared to teachers who either have no positive experiences from participating in the education of students with disabilities in the general classroom or have never taught non-typically developing students. In conclusion, the organised and methodologically envisaged development of inclusive education increases the efficiency of teachers and promotes a positive learning climate in the classroom. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

scholarly journals INCLUSIVE EDUCATION IN ITALY

2017 ◽  
Vol 3 ◽  
pp. 136
Author(s):  
Vita Voitkāne
Keyword(s):  
Quality Assurance ◽  
Inclusive Education ◽  
Research Method ◽  
Integrative Learning ◽  
Education Policies ◽  
Special Needs Education ◽  
People’S Attitudes ◽  
Educational Staff ◽  
Inclusive Society

European member States implement Inclusive Education policies thus contributing to a sustainable, inclusive society, although each country is at a different stage in this process. Italy, one of the first countries to launch integrative learning, has set an example since the 1970s, although the quality of inclusive education is unpredictable due to many issues. Authors Cantoni and Panetta (2006) emphasize that, although the culture of integration in Italy exists, much needs to be done to improve the quality of inclusive education and at present new, innovative projects are exploring strategies to this effect, the results of which will lead to a national reform on Special Needs Education. The aim of this study is to learn about Italian solutions to inclusive education, the obstacles presented, results achieved and people's attitudes to inclusivity, by carrying out theoretical and empirical research using Action as Research method. A survey was carried out on pupils’ parents and educational staff, the results of which reveal a variety of existing issues around quality assurance in inclusive education. Consequently people's thoughts and attitudes towards inclusive education are divided, however the majority of people are in agreement that Inclusive education is the best solution for everyone concerned, pupils, parents and teachers. This research is in agreement with the the Salamanca Declaration (1994, IX) which states that inclusive education is an evolving process - not the end result.

scholarly journals MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

2020 ◽  
Vol 1 ◽  
pp. 90
Author(s):  
Caroline Becker ◽  
Alexandre Guilherme Anselmo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Medical Model ◽  
Social Model ◽  
Special Needs Education ◽  
The Social ◽  
History Of ◽  
Education Medical ◽  
The Subject ◽  
Inclusive Society

Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.

Identifying the Barriers and Enablers for Supporting Learners with Special Needs in Higher Education

2014 ◽  
pp. 467-485 ◽  
Author(s):  
Peter Nicholl ◽  
Deryn Graham ◽  
Jennifer Redpath ◽  
Patricia Kearney ◽  
Jonathan Wallace ◽  
...  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Well Being ◽  
Health Issues ◽  
Systematic Analysis ◽  
Participation In Higher Education ◽  
The University

This chapter provides a systematic analysis of thirteen in-depth interviews of disabled students from both universities in Northern Ireland. Undertaken as part of the Uni4U initiative hosted within the University of Ulster, the findings presented describe barriers experienced by students with disabilities to participation in higher education across both universities. The students provided comments concerning their current support provisions, barriers they have experienced, and suggestions for improvements to the service. Examination of the findings leads to three recommendations: firstly, that a network of communication should exist that encourages dialogue between all parties with an interest in the well-being of the student, with the student at the heart of these discussions and involved in all decisions; secondly, that attention must be paid to staff development especially with regard to Mental Health Issues; and finally, that in the long term the aim of institutions should be to move away from individual “reasonable adjustments” to inclusive education for all.

scholarly journals BASIC ASPECTS AND PRINCIPLES OF USING MULTIMEDIA TECHNOLOGIES IN INCLUSIVE EDUCATION 

2019 ◽  
Author(s):  
Э.Д. Алисултанова ◽  
А.А. Бисултанова
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Opportunities ◽  
Education Policies ◽  
Persons With Disabilities ◽  
Principle Of Justice ◽  
Inclusive School ◽  
Multimedia Technologies ◽  
Inclusive Society ◽  
Equal Educational Opportunities

В статье рассматривается вопрос включения лиц с инвалидностью и ограниченными возможностями здоровья в общество с помощью мультимедиа технологии. Представлен макет системы. Инклюзивное образование может заложить основы более инклюзивного общества, в котором все люди равны и где иное воспринимается и ценится как часть человечества. Школьное инклюзивное образование дает возможность учащимся, не являющимся инвалидами, делиться со сверстниками, которые отличаются от них, так научиться принимать и уважать эти различия . В свою очередь, ученикиинвалиды имеют возможность стать частью школьного сообщества и получить реалистичное представление о том, как выглядит конкурентоспособное общество, а также о своих собственных возможностях и ограничениях. Они уполномочены более полно участвовать в жизни общества. В настоящее время инклюзивное образование является фундаментальным правом, вытекающим из принципа справедливости. В этом контексте необходима согласованная политика и практика в области образования для удовлетворения разнообразных потребностей учащихся и обеспечения того, чтобы все учащиеся, включая инвалидов, имели равные возможности в образовании. Достигается это путем диверсификации практики образования. The article discusses the inclusion of persons with disabilities and disabilities in society using multimedia technology. The layout of the system is presented. Inclusive education can lay the foundations of a more inclusive society in which all people are equal and where the other is perceived and valued as part of humanity. Inclusive school education enables students who are not disabled to share with peers who are different from them, so learn to accept and respect these differences. In turn, students with disabilities have the opportunity to become part of the school community and get a realistic idea of what a competitive society looks like, as well as their own opportunities and limitations. They are authorized to participate more fully in society. At present, inclusive education is a fundamental right arising from the principle of justice. In this context, coherent education policies and practices are needed to meet the diverse needs of students and to ensure that all students, including persons with disabilities, have equal educational opportunities. This is achieved through the diversification of educational practices.

scholarly journals Special or Inclusive Education in Romania?

2016 ◽  
Vol 9 (13) ◽  
pp. 15-27
Author(s):  
Teodor Mircea Alexiu ◽  
Elena-Loreni Baciu ◽  
Johans Tveit Sandvin ◽  
Andreea Georgiana Birneanu
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communist Regime ◽  
Special Schools ◽  
Disabled Students ◽  
Special Needs Education ◽  
Inclusive School ◽  
The Disabled ◽  
Inclusive Society

AbstractIn our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.

Special Education in Kenya

2018 ◽  
Vol 54 (3) ◽  
pp. 181-188 ◽  
Author(s):  
Elisheba W. Kiru
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Policy Framework ◽  
Special Education Services ◽  
Cultural Perceptions ◽  
Disability Awareness ◽  
Special Needs Education

Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.

Sign in / Sign up

Export Citation Format

Share Document