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.

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 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.

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

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals Az inkluzív intézményvezetés és az inkluzív nevelés-oktatás összefüggései

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 350-362
Author(s):  
Andrea Perlusz
Keyword(s):  
Special Needs ◽  
School Leadership ◽  
Inclusive Education ◽  
Assessment Tool ◽  
Decisive Role ◽  
Educational Institutions ◽  
Self Assessment ◽  
Institutional Practices ◽  
Inclusive School ◽  
European Agency

Összefoglaló. Az inkluzív intézményvezetés fogalma a 2000-es évek elején került be a pedagógiai szakmai gondolkodásba annak a felismerésnek az eredményeképpen, hogy a nevelési-oktatási intézmények vezetőinek meghatározó szerepük van az inklúziós politikák átültetésében, a befogadó gyakorlat és az inkluzív iskolai kultúra eredményes megvalósításában (Ainscow–Sandil 2010; Ruairc 2013). A tanulmányban bemutatott kutatás, melyet a European Agency for Special Needs and Inclusive Education 2019-ben indított (Supporting Inclusive School Leadership, SISL), három szakaszban vizsgálja a részt vevő tagállamok szakpolitikáit, illetve intézményi gyakorlatait. A projekt célja az inkluzív intézményvezetést elősegítő szakpolitikai környezet bemutatása, azoknak a kompetenciáknak a leírása, melyek a sikeres inkluzív intézményvezetőt, illetve intézményvezetést jellemezhetik, illetve a képzés, továbbképzés és a professzionális fejlődés lehetőségeinek támogatása önértékelő eszköz kidolgozásával. Summary. The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states in 3 phases. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of institution or institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.

scholarly journals Teachers' Perceptions on What Inclusion Needs

2010 ◽  
Vol 12 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Special Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Regular Classrooms ◽  
Physical Abilities ◽  
Equal Right

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

scholarly journals Features of Social Interaction in Students in the Inclusive Educational System

2016 ◽  
Vol 8 (1) ◽  
pp. 62-75 ◽  
Author(s):  
M.R. Khusnutdinova
Keyword(s):  
High School Students ◽  
Special Needs ◽  
Inclusive Education ◽  
Special Needs Children ◽  
State University ◽  
School Students ◽  
High Satisfaction ◽  
Inclusive Learning ◽  
Study Results ◽  
Inclusive School

The article describes how the new inclusive educational model affects the relationship between children with special needs. Empirical research data were collected by the Laboratory of monitoring studies of Moscow State University of Psychology & Education in 2014. We used two sociological method of data collection: questionnaire and interviews. Study sample was 611 respondents: 178 teachers, 386 parents and 47 high school students. The analysis of the social interactions in the system of inclusive education was carried out on the basis of several social and psychological criteria: students’ attitude toward their class and school, relationship between the children in an inclusive school, satisfaction of children by teachers’ and classmates’ attitude, the degree of special needs children inclusion in extracurricular school activity. The empirical study results show that in general children have positive attitude towards each other and relatively high satisfaction by inclusive learning.

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