scholarly journals Teachers’ Attitudes towards Inclusive Education in Kazakhstan

2020 ◽  
Vol 24 (1) ◽  
pp. 8-19
Author(s):  
Ruben O. Agavelyan ◽  
Saule D. Aubakirova ◽  
Aisulu D. Zhomartova ◽  
Elena I. Burdina
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Training ◽  
Special Education Needs ◽  
Education Needs ◽  
The Republic ◽  
The Impact

Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

scholarly journals Adaptations for Teaching Children with Special Educational Needs in ESL Context

2019 ◽  
Vol 8 (1) ◽  
pp. 121
Author(s):  
Martha Elena Alonzo Rezabala ◽  
Jhonny Saulo Villafuerte Holguín
Keyword(s):  
Inclusive Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
Listening And Speaking ◽  
The Voice

Public policy for inclusive education in Ecuador favors the entry of students with Special Education Needs into conventional schools. However, teachers require to develop adaptations to improve their work with students who have such conditions. This research aims to study the contribution of audiovisuals in adaptations and modifications for teaching English Language to a child reported with attention-deficit. This case of study refers to a boy attending the 4th Grade of elementary school in Manta-Ecuador. The research team designed a 10-sessions educational intervention for stimulating the child attention and improving his communication skills in English as a foreign language. A mixture of qualitative and quantitative research methodologies is applied to determine the participant’s English language skills evolution. This work also introduces teaching strategies that convine games and technology to support the vocabulary acquisition process of children with physical or intellectual disabilities. Results show how the videos catch and keep the participant’s attention during more time; and how the voice self-recording supports his listening and speaking practice. Such circumstance opens multiple possibilities to innovate the current adaptations and modifications for improving the teaching and learning process of children with special educational needs in ESL context.

scholarly journals The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

2021 ◽  
Author(s):  
◽  
Lisa Collinson
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Educational Needs ◽  
School Level ◽  
Release Time ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>

scholarly journals The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

2021 ◽  
Author(s):  
◽  
Lisa Collinson
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Educational Needs ◽  
School Level ◽  
Release Time ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

scholarly journals Key Drivers of Optimal Special Education Needs Provision: An English Study

2015 ◽  
Vol 16 (3-4) ◽  
Author(s):  
Saneeya Qureshi
Keyword(s):  
Primary Schools ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Target Setting ◽  
Head Teachers ◽  
Doctoral Research ◽  
Special Education Needs ◽  
Key Drivers ◽  
Education Needs ◽  
Change Target

AbstractThe aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.

scholarly journals The impact of COVID-19 and lockdown on families of students with special education needs

2021 ◽  
Vol 16 (3) ◽  
pp. 1010-1020
Author(s):  
Mohammad Abed Sakarneh
Keyword(s):  
Special Education ◽  
Online Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Significant Events ◽  
Special Education Needs ◽  
Education Needs ◽  
Online Communication Tools ◽  
Continued Learning ◽  
The Impact

The Covid-19 pandemic has been one of the most significant events affecting the largest number of countries at the same time around the globe. Governments instituted the closure of schools and lockdown of cities and other areas to prevent the spread of the virus. Students had to learn through online platforms meant to enhance continued learning. The current study aimed to explore the extent to which Covid-19 pandemic and the lockdown impact families of students with special education needs. Qualitative approach was used; semi-structured interviews were undertaken using online communication tools via Google Meet platform and for data analysis Atlas.ti program was used for coding and categorizing. The findings revolved around main themes in the study include; behavior problems in the children, psychological distress for the parents, and difficulty of delivering the rigid content and schedules. Implications for school and social support are discussed for policymakers in Jordan.   Keywords: COVID 19, families, lockdown, students with special education needs.

scholarly journals Exploring the Impact of Quality Early Child Education on Special Education

2019 ◽  
Vol 29 (3) ◽  
pp. 6-21
Author(s):  
Gabrielle Young ◽  
David Philpott ◽  
Emily Butler ◽  
Kimberly Maich ◽  
Sharon Penney
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Professional Learning ◽  
Daily Practice ◽  
Research Literature ◽  
Pedagogical Strategies ◽  
Effective Pedagogy ◽  
Special Education Needs ◽  
Education Needs ◽  
The Impact

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.

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 The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
Vasileios Sideropoulos ◽  
Daniel Dukes ◽  
Mary Hanley ◽  
Olympia Palikara ◽  
Sinead Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Repeated Measures ◽  
Control Group ◽  
Typically Developing ◽  
School Closures ◽  
Time Points ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk ◽  
The Impact

COVID-19 has affected people across the world. However, it has been suggested that individuals with Special Education Needs and Disabilities (SEND) and their families might have been particularly impacted by the first national lockdown in the UK. In contrast to previous studies, the current study examined wellbeing and anxiety at different time points and included a control group matched for family situation. Parents of 402 individuals with SEND reported on their own anxiety and wellbeing as well as that of their son/daughter at three time points (before COVID-19, when COVID-19 pandemic started, and during the national lockdown). In addition, data from 186 typically developing (TD) siblings was obtained. Repeated measures ANOVAs and regression analyses showed that, although both individuals with SEND and their TD siblings showed increased anxiety across the three time points, levels of anxiety were not predicted by age, gender or health. Instead, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19, diagnosis of an existing anxiety disorder as well as parental anxiety. In addition, whilst TD individuals were reported to increasingly worry about social related issues as well as family related issues, those with SEND were reported to worry about issues related to school closures. These findings show that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings and that school closures have a particular effect on this group. Further implications for policy impact and interventions are discussed.

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