ذوو الاحتياجات الخاصة في التراث الإسلامي : مقترح لوحدة دراسية في مقررات التربية الخاصة بالتعليم العالي في المملكة العربية السعودية = The Concept of Students with Special Needs within the Scope of Islamic Heritage : A Special Unit for Teaching Courses That Are Closely Related to Students with Special Needs at the University Level in Saudi Arabia

2015 ◽  
pp. 263-278
Author(s):  
بشرى الفاضل إبراهيم أدم
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
Students With Special Needs ◽  
Special Unit ◽  
University Level ◽  
The University

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

scholarly journals Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation

2021 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Zulkipli Lessy ◽  
Abd Rachman Assegaf ◽  
Sangkot Sirait
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Policy Research ◽  
Students With Special Needs ◽  
Faith Based ◽  
The University ◽  
Authentic Inclusion ◽  
Segregated Schooling ◽  
Enrollment Process

AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services.  AbstrakPenelitian ini merekrut partisipan  di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

scholarly journals Learners with Special Needs: Problems faced by Students and Teachers at University Level

2021 ◽  
Vol 4 (4) ◽  
pp. 783-795
Author(s):  
Ghazal Khalid Siddiqui ◽  
Syeda Naureen Mumtaz ◽  
Farah Shafiq
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Psychological Issues ◽  
Single Person ◽  
Teachers And Students ◽  
University Level ◽  
The Right ◽  
The University ◽  
Physically Handicapped

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

scholarly journals The Student Counselling Centre at the University of Crete, Greece

2017 ◽  
Vol 14 (4) ◽  
pp. 90-92
Author(s):  
Panos Bitsios ◽  
Evangelos Karademas ◽  
Angeliki Mouzaki ◽  
George Manolitsis ◽  
Ourania Kapellaki ◽  
...  
Keyword(s):  
Special Needs ◽  
Crisis Intervention ◽  
Intervention Research ◽  
Psychological Support ◽  
Students With Special Needs ◽  
Student Counselling ◽  
Core Service ◽  
The University

This report describes the Student Counselling Centre (SCC) at the University of Crete. The SCS was established in 2003. Its main areas of activity are individual and group psychological support, crisis intervention, research, prevention, volunteering and awareness. Emphasis is also put on the support provided to students with special needs, which is now the second core service of the SCC.

scholarly journals Using Digital Technology to empower users with special needs at the University of Guyana Library.

2020 ◽  
Vol 7 (6) ◽  
pp. 489-503
Author(s):  
Clyden Harris ◽  
Simmone LaRose ◽  
Debra Lowe
Keyword(s):  
Special Needs ◽  
Digital Technology ◽  
Academic Library ◽  
Remote Access ◽  
Human Interaction ◽  
High Quality ◽  
Students With Special Needs ◽  
Learning Capabilities ◽  
The University ◽  
Users With Special Needs

The purpose of this research is to highlight the digital technology programmes and activities implemented by the Library professionals at the University of Guyana Library, to empower users with special needs.  The use of digital technology in libraries is redefining the way information is disseminated and it has influenced the roles of all information professionals.  As digital technology evolved, Librarians have been forced to revolutionise their way of operating and employ a variety of ways to adjust; not only to their changing roles but also to find ways to enhance high quality service delivery. These innovations not only brought changes to the delivery services but also served to propel inclusivity for previously marginalised groups, including persons with special learning needs, who are physically challenged, have cognitive challenges, experiencing varying levels of competencies or other socio-economic difficulties.  The final benefits being envisioned would be lifelong learning and success in all aspects of student's lives. Iin this era of digital transformation, University Libraries must therefore combine technology and human interaction in all of its services for access by all to accomplish this vision. Recognising that there was a practice to generalise the user population, even though their learning capabilities differed, Librarians at the University of Guyana Libraries (Turkeyen and Tain) sought to devise ways in which all users would benefit from all of the services offered using digital technology.  Through this medium, students with special needs /differently-abled who were often marginalised due to different learning capabilities are now able to have an equal opportunity to access research content with ease. Librarians at the University of Guyana Library have illustrated how the use of digital technology at its academic library has helped to promote scholarship and encourage high quality research by providing online services with remote access and links to external resources.  This paper expands on the digital programmes that the University of Guyana Libraries provides for students with special needs and the measures taken to empower special needs users through digital technologies.  

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