فعالية برنامج تدريبي لتنمية اتجاهات المعلمين نحو دمج التلاميذ ذوي الإعاقات بمدارس التعليم العام = The Effectiveness of a Training Program for the Teachers' Attitudes Development of the Disabled Students Inclusion

2017 ◽  
Vol 5 (18 Part 1) ◽  
pp. 146-184
Author(s):  
رحاب أحمد راغب
Keyword(s):  
Training Program ◽  
Disabled Students ◽  
The Disabled ◽  
Teachers Attitudes

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

scholarly journals PERSEPSI MAHASISWA BERKEBUTUHAN KHUSUS TERHADAP BLENDED LEARNING DALAM PENGAJARAN BAHASA INGGRIS

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 132
Author(s):  
Dini Noor Arini
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Special Needs ◽  
Positive Perception ◽  
Disabled Students ◽  
English Class ◽  
The Disabled

Abstract. This research investigated the perceptions of disabled students in joining the blended learning of English course as an obligatory subject. The subjects of this research are 9 disable students with various disabilities who join the English class. This research uses is interview and questionnaires as instruments. From the findings it can be concluded that the disabled students or students with special need has positive perception toward blended learning. They believe that it is helpful and make them easier to learn foreign language. It is also shown that they are eager to use the blended learning despite of their special needs. It is suggested to teachers who teach disabled students to use blended learning since it helps them to be autonomous learners.  Keywords: Blended learning, disable students, English course Abstrak. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa berkebutuhan khusus dalam mengikuti pembelajaran inklusi mata kuliah bahasa Inggris sebagai mata kuliah wajib. Subjek penelitian ini adalah 9 mahasiswa difabel dengan berbagai kebutuhan khusus yang mengikuti kelas bahasa Inggris. Penelitian ini menggunakan wawancara dan kuesioner sebagai instrumen. Dari temuan tersebut dapat disimpulkan bahwa mahasiswa berkebutuhan khusus memiliki persepsi positif terhadap blended learning. Mereka percaya bahwa hal tersebut dapat membantu dan membuat mereka lebih mudah untuk belajar bahasa asing. Hal ini juga menunjukkan bahwa mereka ingin menggunakan blended learning meskipun mereka memliki keterbatasan dalam hal fisik. Disarankan kepada dosen yang mengajar mahasiswa berkebutuhan khusus untuk menggunakan blended learning karena dapat membantu mereka menjadi pembelajar yang mandiri.  Kata kunci: Blended learning, mahasiswa berkebutuhan khusus, kursus bahasa Inggris

Accessibility Implementation for Disabled Students in PMBOLD Environments

2013 ◽  
pp. 1173-1195
Author(s):  
Henry C. Alphin
Keyword(s):  
Cost Effective ◽  
Disability Services ◽  
Instructional Designers ◽  
Disabled Students ◽  
Collaborative Project ◽  
Cost Effective Approach ◽  
Institutional Researchers ◽  
The Disabled ◽  
E Learning ◽  
The Individual

Project management theory provides an organized, cost-effective approach to providing an accessible e-learning environment. Such a collaborative project has the opportunity to bring together such professionals as instructional designers, disability services staff, and institutional researchers. Accessibility as an afterthought is a costly approach, and disabled students are a large enough minority to seek equality of opportunity. E-learning accessibility empowers the individual by providing educational content in formats that not only encourage collaboration and learning, but also reduce frustration and develop a sense of inclusiveness. A project manager who understands the importance of e-learning accessibility will be able to grow the project from the ground up in a manner that empowers the disabled, while benefiting all learners.

Principals’ and Teachers’ Attitudes: Factors Influencing The Integration of Disabled Students

1988 ◽  
Vol 5 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Yola Center ◽  
Cecile Ferguson ◽  
Vanessa Jackson ◽  
James Ward
Keyword(s):  
Disabled Children ◽  
Disabled Students ◽  
Factors Influencing ◽  
Teachers Attitudes ◽  
Regular Classes

Although there appears to be little dispute regarding the philosophical principles underlying the policy of integrating disabled children into regular classes (mainstreaming), no such consensus exists about the effectiveness of its implementation. One possible method of identifying factors which may be related to the efficacy of the mainstreaming process is to examine the attitudes of principals and teachers towards the integration of disabled students. This is primarily because principals’ attitudes may influence their enrolment policies, while teachers’ attitudes appear to reflect their confidence in teaching a typical pupils (Hararsymiw & Horne, 1976).

scholarly journals Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

2017 ◽  
Vol 31 (5) ◽  
pp. 335-347 ◽  
Author(s):  
Suman Lodh ◽  
Monomita Nandy
Keyword(s):  
Higher Education ◽  
Financial Crisis ◽  
Gender Inequality ◽  
Financial Crises ◽  
Wage Gap ◽  
Accounting Profession ◽  
Disabled Students ◽  
Accounting Professionals ◽  
The Disabled ◽  
And Gender

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

scholarly journals Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education

2018 ◽  
Vol 6 (4) ◽  
pp. 107-115
Author(s):  
Jonathan Harvey
Keyword(s):  
Higher Education ◽  
Social Theory ◽  
Jacques Derrida ◽  
Disabled People ◽  
Deleuze And Guattari ◽  
Disabled Students ◽  
Making Sense ◽  
The Everyday ◽  
The Disabled ◽  
Contemporary Social Theory

This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.

scholarly journals And this is the end of the story: raccontare per includere

2021 ◽  
Author(s):  
Bruna Di Sabato
Keyword(s):  
Creative Writing ◽  
Assessment Tools ◽  
Narrative Writing ◽  
Students With Special Needs ◽  
Disabled Students ◽  
Writing Project ◽  
Transmission Of Knowledge ◽  
Learning Practices ◽  
Postgraduate Level ◽  
The Disabled

This study on inclusion and narrative writing stems from a recent classroom experience with English L2 students at postgraduate level. The presence in the class of two students with special needs meant that a revision of the previously established syllabus had to be carried out in order to cater for the following exigencies: the need to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure; the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole; the need to find suitable learning practices and associated assessment tools. The idea of setting up a creative writing project emerged both as a response to these needs and as a desire to regain the ancestral value of narration as a tool for the building and transmission of knowledge. In the following pages a detailed account of this ‘vision’ of inclusion and narration through creative writing will be provided, together with samples taken from the students’ production and a final reflection on the results obtained.

scholarly journals Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools

2021 ◽  
Vol 16 (2) ◽  
pp. 580-593
Author(s):  
Mohamed Hamid ◽  
Nagwa Ibrahim A. Mohamed
Keyword(s):  
Inclusive Education ◽  
English Language ◽  
Independent Schools ◽  
Developed Countries ◽  
Faculty Attitudes ◽  
Disabled Students ◽  
Severity Of Disability ◽  
Teachers Attitudes ◽  
Special Children ◽  
Attitudes Towards Inclusion

Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.   Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude

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