scholarly journals Рrevention of Parental Disruptiveness in Educational Relations between Inclusive Schools and Parents of Children with Disabilities

2017 ◽  
Vol 44 ◽  
pp. 20-26
Author(s):  
Ekaterina Alekhina
Keyword(s):  
Children With Disabilities ◽  
Inclusive Schools

scholarly journals Excluded in Inclusive Schools: Experiences of Children with Disabilities, their Families and Teachers in Sri Lanka

2013 ◽  
Vol 24 (1) ◽  
pp. 115 ◽  
Author(s):  
Sudath Piyankara Abeywickrama ◽  
Inoka Kumudini Jayasinghe ◽  
Samanmali Priyanga Sumanasena
Keyword(s):  
Sri Lanka ◽  
Children With Disabilities ◽  
Inclusive Schools

scholarly journals Coping and Resilience: Two Peas in a Pod? A Mixed-methods Study on the Association Between Coping and Resilience among Caretakers of School-going Children with Disabilities in Uganda

2021 ◽  
Author(s):  
Mariam Namasaba ◽  
Neo Kazembe ◽  
Georgina Seera ◽  
Ali Ayub Baguwemu
Keyword(s):  
Social Support ◽  
Mixed Methods ◽  
Special Needs ◽  
Psychological Health ◽  
Children With Disabilities ◽  
School Type ◽  
Structural Factors ◽  
Inclusive Schools ◽  
Received Social Support ◽  
Type Of School

Abstract BackgroundIn Africa, caretakers of children with disabilities face stigma and report feeling isolated. The caretakers may take their children to school in the hope of finding solace from grim societal norms. However, schools for children with disabilities are often too ill-equipped to support the children or their caretakers. No study has examined how structural settings (like the type of school) may frame the association between coping and resilience. Thus, this study examined the association between coping and resilience among caretakers of school-going children with disabilities in Uganda.Methods The study used mixed methods to survey 621 caretakers of children with disabilities in Kampala district, Uganda. Hierarchical cluster analysis followed by binary logistic regression was conducted to examine the association between school type and caretakers’ coping patterns. Hierarchical linear regression was then employed to assess the association between coping and resilience with the type of school and other covariates. Qualitative data were analyzed through thematic analysis. Qualitative and quantitative results were triangulated with a convergent joint display.ResultsCaretakers of children in inclusive schools were more likely to use adaptive coping skills than caretakers of children in special needs schools (Adjusted Odds Ratio (AOR) = 1.5; p = 0.04; 95% CI = 1.02-2.30). Caretakers of children in special needs schools had significantly higher resilience than caretakers of children in inclusive schools (B = 2.65; SE_B = 1.21; p = 0.02; n = 621). Caretakers who received social support from the school had significantly higher resilience than caretakers who received social support from informal sources (B = 2.33; SE_ B= 1.05; p = 0.03; B= 1.87)ConclusionThis study underscores the importance of structural factors, such as the school type, in framing caretakers' psychological outcomes. Schools that provide social support to caretakers play a crucial mediating role in how caretakers cope and influence their ability to adapt to the challenges they face. Therefore, schools for children with disabilities are an avenue that can be leveraged to support families and improve the psychological health outcomes of children and their caretakers.

scholarly journals Mata Pelajaran Penjas di Sekolah Inklusi

1970 ◽  
Vol 5 (2) ◽  
pp. 137-141
Author(s):  
Dety Amelia Karlina
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Learning Process ◽  
Research Method ◽  
Children With Disabilities ◽  
Qualitative Description ◽  
Inclusive Settings ◽  
Inclusive Schools ◽  
The Subject

This research was conducted with the aim to see the learning process of Physical Education in elementary schools with inclusive settings. With the diversity of students in inclusive schools the method of learning must also accommodate each student. The formulation of the problem in this study is how the implementation of Physical Education learning in inclusive schools and whether there are differences in approaches or strategies for children with disabilities and non-abks. The research method used is a qualitative description to show a picture of the subject of this study. The instruments used were observation guidelines, interview guidelines and documentation.

scholarly journals The activities of the social teacher in psychological and pedagogical support of children with special educational needs in the adaptation to society

2020 ◽  
Vol 133 (4) ◽  
pp. 114-122
Author(s):  
Z. Sagatbekkyzy ◽  
Keyword(s):  
Low Income ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
State Monitoring ◽  
Regular School ◽  
The Social ◽  
Inclusive Schools ◽  
Degrading Treatment

The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.

scholarly journals Barriers to Access and Enrollment for Children with Disabilities in Pilot Inclusive Schools in Bole District in Ghana

2020 ◽  
pp. 143-150
Author(s):  
Jacob Kudjo Adjanku
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Negative Attitudes ◽  
Barriers To Access ◽  
Inclusive Schools ◽  
Architectural Structures ◽  
District Assemblies

This study focused on inherent barriers that are there to the success of inclusion of children with disabilities in education in Bole District. The targeted population in this study involved all teachers teaching in the selected inclusive schools. The random sampling and purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. The study used questionnaire to collect data. Data collected was analysed by means of statistical methods into numbers, percentages tables and diagrammatical representation. The results revealed that majority of the respondents agreed teachers show negative attitudes towards children with special needs, schools environments are physically not accessible to children with disabilities, teachers are not trained towards teaching children with disabilities. It was suggested that, District Assemblies should encourage that architectural structures should be modified and also by making more physical adaptations to the existing buildings to have effective inclusive education. Also encourage school authorities to made school environments more disability friendly and make other schools facilities more accessible and more disability friendly for children with special needs to access.

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.

A systematic review of the roles of social workers in inclusive education for children with disabilities

2021 ◽  
pp. 002087282097170
Author(s):  
Edward Asamoah ◽  
Cherry Hau-lin Tam ◽  
Ebenezer Cudjoe
Keyword(s):  
Systematic Review ◽  
Social Workers ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Psychosocial Support ◽  
Local Communities ◽  
Successful Implementation ◽  
Equal Opportunities ◽  
Inclusive Schools

International and local communities have made commitments to ensure that children with disabilities have equal opportunities in education, just like their non-disabled counterparts. Regardless of the increasing research about the development of inclusive education for children with disabilities, inclusive education is not achieved. This calls for a focus on what other professionals, like social workers, can contribute to the successful implementation of inclusive education. A systematic review yielding 11 studies revealed that social workers perform well-known generalist practitioner roles like advocacy, collaboration, education, facilitation and provider of psychosocial support which emphasises the need to involve social workers in inclusive schools.

scholarly journals Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil

2020 ◽  
Vol 10 (12) ◽  
pp. 358
Author(s):  
Bernd Ahrbeck ◽  
Marion Felder
Keyword(s):  
Special Education ◽  
United Nations ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
Special Schools ◽  
Full Inclusion ◽  
The Past ◽  
Inclusive Schools ◽  
United Nations Convention ◽  
Nazi Era

Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special education is seen as a symbol and guarantor of separation and exclusion and therefore incompatible with the idea of inclusion. This article will outline and analyze this claim and present other more compelling reasons why full inclusion has been difficult to implement in Germany. Following the analysis, we will describe a possible way forward for inclusion and special education.

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