scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

Educational Inclusion By Conviction

2020 ◽  
Vol 7 (12) ◽  
pp. 286-297
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Inclusive Education ◽  
Fundamental Principle ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Children And Young People ◽  
International Debate ◽  
Access And Quality ◽  
The Right ◽  
Educational Inclusion

Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been based on the idea that all children and young people have the right to a quality education with equivalent learning opportunities, regardless of their social and cultural background and their differences in skills and abilities (OIE -UNESCO, 20 08) .

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.

scholarly journals PROBLEMS AND SOLUTIONS IN AN INCLUSIVE EDUCATIONAL SYSTEM

2020 ◽  
pp. 149-152
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Equal Treatment ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Problems And Solutions ◽  
The Republic ◽  
The Right

What is inclusive education? It is a process of changing preschool, secondary and higher education that all our children with disabilities can use, assuming that this education can be adapted to their different needs. Inclusive education is based on an ideology that excludes any discrimination against children with disabilities, provides equal treatment for all, but creates the necessary conditions for children with special educational needs. The Constitution of the Republic of Uzbekistan guarantees the right to education for all. Our national legislation also provides for equal rights for persons with disabilities in the exercise of their potential. The state pays special attention to the home education of children with disabilities who are unable to attend school.

scholarly journals THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

2020 ◽  
Vol 4 (4) ◽  
pp. 209-226
Author(s):  
GORDANA STANKOVSKA ◽  
IMRAN MEMEDI
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Right To Education ◽  
The Republic ◽  
The Right

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

scholarly journals IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

2019 ◽  
Vol 15 (27) ◽  
pp. 67-78
Author(s):  
MUCHAMAD IRVAN
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Field Observation ◽  
Children With Disabilities ◽  
Observation Data ◽  
Literature Study ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Field Observation Data ◽  
The Right

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment.The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities.The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach.The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibilityyet, and not fulfillment of competent educator in special education field yet.Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

scholarly journals IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

2018 ◽  
Vol 14 (26) ◽  
pp. 175-187
Author(s):  
Mochamad Irvan ◽  
Muhammad Nurrohman Jauhari
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Children With Disabilities ◽  
Qualitative Approach ◽  
Observation Data ◽  
Literature Study ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Field Observation Data ◽  
The Right

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment. The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities. The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach. The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibility yet, and not fulfillment of competent educator in special education field yet. Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

scholarly journals Inclusion: Movement for open and fair education

Bizinfo Blace ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 43-52
Author(s):  
Ivan Nikčević ◽  
Jelena Krulj ◽  
Milica Krulj-Mladenović ◽  
Vesna Jokanović
Keyword(s):  
Inclusive Education ◽  
Social Life ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Educational Process ◽  
Legal Regulations ◽  
Special Educational Needs ◽  
The Social ◽  
The Subject ◽  
Self Learning

Education is of inestimable importance for a person. The process of education implies the acquisition of knowledge and acquisition of skills and habits for developing abilities, forming a view of the world, as well as nurturing work on self-learning. However, there are also students with special educational needs who need to be included in the educational process. Inclusion is a new model of organized teaching and learning that implies not only the inclusion of children with disabilities in the regular educational system, but also the inclusion of the child in the social life of the community at all levels. Within the model of inclusive teaching, the rights of every child to education have been recognized and conditions have been created for the realization of that right. The sources of legal regulations on which inclusive education relies can be found in internationally ratified documents and documents of a national character that relate in whole or in part to inclusion. Having in mind the topicality of this problem and its application in the education system, inclusive education should be the subject of further research in our environment, because previous research has mainly focused on examining attitudes towards children with disabilities in inclusive education.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

scholarly journals How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Silvia Molina Roldán ◽  
Jesús Marauri ◽  
Adriana Aubert ◽  
Ramon Flecha
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Cognitive Effort ◽  
Special Educational Needs ◽  
Helping Others ◽  
Inclusive Approach ◽  
Educational Inclusion ◽  
The Impact

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

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