scholarly journals Supporting of Children with Special Needs in Inclusive Environment by the Teachers Collaboration

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 193-208
Author(s):  
Tetiana Skrypnyk ◽  
Olena Martynchuk ◽  
Olha Klopota ◽  
Vytautas Gudonis ◽  
Nataliia Voronska
Keyword(s):  
General Education ◽  
Special Needs ◽  
Management Training ◽  
Children With Special Needs ◽  
Education School ◽  
Teamwork Skills ◽  
Positive Results

This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.

The General Education Initiative and Children with Special Needs

1990 ◽  
Vol 23 (3) ◽  
pp. 141-144 ◽  
Author(s):  
Douglas W. Carnine ◽  
Edward J. Kameenui
Keyword(s):  
General Education ◽  
Special Needs ◽  
Children With Special Needs ◽  
Education Initiative

scholarly journals Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

scholarly journals The correlation between hope with acceptance of parents toward children with special needs in the special education school in all districts of Ngawi

2020 ◽  
Vol 16 (2) ◽  
pp. 65-74
Author(s):  
Hana Anjasari ◽  
Erma Kumala Sari ◽  
Priyono Priyono
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Junior High ◽  
Attitude Scale ◽  
Special School ◽  
Children With Special Needs ◽  
Significance Level ◽  
Correlation Test ◽  
Education School ◽  
Special Education School

This research aims to determine the relationship between hope and acceptance of parents toward children with special needs in special education school in all district of Ngawi. This research’s design used quantitative, with correlational research types. The subject in this research were parents of children with special needs who are at junior high and senior high special school levels, amounting to 52 people. Determination of subject used purposive sampling technique. The data collection technique used two attitude scale, namely parents hope scale (α=0,873) and parents acceptance scale (α=0,877). Data analysis used product moment correlation between Pearson. The result of correlation test showed a correlation coefficient value of 0,688 with value rtabel of 0,279, so rhit > rtabel (ρ<0,05) for a significance level of 5%. The result of correlation test is that there was a positive significant relationship between hope and acceptance of parents toward children with special needs who are at junior high and senior high special school levels in special education school in all districts of Ngawi.

scholarly journals General education institution readiness of students with special needs into the mainstream realizing inclusive education policy

2015 ◽  
Vol 2 ◽  
pp. 175
Author(s):  
Mārīte Rozenfelde ◽  
Rita Orska
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Institution ◽  
Children With Special Needs ◽  
Real Situation ◽  
Students With Special Needs ◽  
Inclusive Education Policy ◽  
First Time ◽  
Practical Recommendations

The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire provided to the heads of educational establishments. There are provided the data of the provided questionnaires regarding the readiness of mainstream schools in Latgale and Vidzeme regions and real situation in the integration of children with special needs.

Trouble in Paradise: A Study of who is Included in an Inclusion Classroom

2009 ◽  
Vol 111 (8) ◽  
pp. 1971-1996
Author(s):  
Rachel Zindler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Latin American ◽  
Receptive Language ◽  
Special Education Students ◽  
Second Grade ◽  
Children With Special Needs ◽  
Education Students ◽  
Inclusion Classroom

Background/Context This study is based on prior research regarding the need for explicit social instruction for children with special needs, cooperative educational models, and the goals and relative successes of inclusive educational practices. The author refers to several studies on these subjects, including those by Kavale and Forness; Salend; and Sapon-Shevin, Dobbelaere, and Corrigan. Purpose/Objective/Research Question/Focus of Study This teacher analyzes how truly “inclusive” her class was during 1 year of collaborative team teaching in a second-grade inclusion classroom. Employing research-based methods of cooperative education, she considered how successful she was in facilitating meaningful relationships between special education students from all backgrounds, and their peers. She also examined whether it was possible, despite differences in academic and social skills, to fully incorporate those children with special needs into a classroom so that their general education peers would value and include them in their activities and social life. Population/Participants/Subjects/Setting In this study, a second-grade teacher took on a new position as the general education teacher in a New York City school's inclusion team. Seven of the 24 students in the new class were special education students. These children struggled with a variety of developmental delays, such as expressive and/or receptive language processing disorders, physical disabilities, and social/emotional issues. Five of these children were bused from less affluent neighborhoods near the school to attend the program. Whereas the general population at the school consisted of upper-middle-class White and Asian families, these 5 children were from lower socioeconomic backgrounds and were either African American or of Latin American descent. Research Design This action research was conducted by a practicing teacher who collected data through interviews, sociograms, observations, and other anecdotal means.

scholarly journals THE INCLUSION OF SPECIAL EDUCATION INTO PRESCHOOL AND ELEMENTARY GENERAL EDUCATION INSTITUCIONS IN LATVIA

2017 ◽  
Vol 3 ◽  
pp. 60
Author(s):  
Ligita Kūle ◽  
Feliciana Rajevska
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Process Management ◽  
Educational Institution ◽  
Support Staff ◽  
Rational Approach ◽  
Children With Special Needs ◽  
Funding Model ◽  
Elementary School Education

The statistics of the Ministry of Education and Science show a positive dynamics in the availability of special education. However, for inclusion of children with special needs into the mainstream education, the provision of support staff (psychologist, speech therapist, special educator) is essential. The aim of this research is to investigate the national legislation on the inclusion of children with special needs in the pre-school and elementary school education system, exploring the funding aspect. The study analyses the legislative basis for the provision of special education in mainstream schools. The research investigated the provision of special education in general education institutions in Alūksne Municipality in September - December 2016 (case study) and carried out several interviews with field experts. The study is conducted in the context of theory of inclusive special education. The study shows that in providing education support staff in an educational institution in the framework of the existing public education and special education funding model and in the context of a rural region with a low population density, there is a need for a rational approach, careful planning and process management: gathering information about all pupils with special needs in a municipality, cooperation with parents, management and mobilization of all resources.

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