scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

scholarly journals Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

2021 ◽  
Author(s):  
Sebastian Steinmetz ◽  
Michael Wrase ◽  
Marcel Helbig ◽  
Ina Döttinger
Keyword(s):  
Structural Analysis ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Current State ◽  
German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

scholarly journals Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

2020 ◽  
Vol 17 (2) ◽  
pp. 217-228
Author(s):  
Suharjo Suharjo ◽  
Silfia Hanani ◽  
Jasmienti Jasmienti
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
The Subject

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals IMPLEMENTASI PELAKSANAAN PENDIDIKAN INKLUSI DI SD BINA HARAPAN SEMARANG

2019 ◽  
Vol 3 (1) ◽  
pp. 257
Author(s):  
Eka Sari Setianingsih ◽  
Ikha Listyarini
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Data Collection ◽  
Human Resources ◽  
Qualitative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
School Administration ◽  
Children With Special Needs ◽  
New Students

The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.

scholarly journals Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Syahria Anggita Sakti ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Early Age ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Equal Education ◽  
Inclusive Learning

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

Historicising the Integration Debate

1990 ◽  
Vol 13 (2) ◽  
pp. 28-38
Author(s):  
Dianne Snow
Keyword(s):  
Special Education ◽  
Special Needs ◽  
School System ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Educational Facilities ◽  
Regular School ◽  
History Of Special Education ◽  
History Of ◽  
Segregated Schooling

The history of special education is conceived within the integration debate in a way which lends credibility to two broad claims. The first is that governments have been lax in providing educational facilities for children with disabilities, while the second comprises an argument for shifting definitional control of the notion of ‘disability’ from the medical to the educational arena. The recent Report to the Australian Schools Commission on Integration in Australia exemplifies this stance by pointing to the initial reluctance of governments to assume responsibility for educating children with special needs, followed by their eventual involvement in establishing segregated educational facilities. With segregated schooling becoming the norm, the problem now confronting educators is how to integrate these students and their supporting resources into the regular school system.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

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