scholarly journals EDUCATIONAL EVALUATION DEVICE OF CEARÁ: THE (IN)VISIBILITY OF STUDENTS WITH DISABILITIES

2020 ◽  
Vol 50 (175) ◽  
pp. 136-160
Author(s):  
Eric Passone ◽  
Karlane Holanda Araújo
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Evaluation System ◽  
Large Scale ◽  
Basic Education ◽  
The State ◽  
Educational Management ◽  
System A ◽  
State Education ◽  
Evaluation Policies

Abstract This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

Determinants of resource use efficiencies among lowland rice farmers of Enugu State, Nigeria

Agro-Science ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 61-67
Author(s):  
T.C. Okoh ◽  
P.I. Opata ◽  
I.I. Umaru
Keyword(s):  
Resource Use ◽  
Large Scale ◽  
Average Rate ◽  
Allocative Efficiency ◽  
The State ◽  
Lowland Rice ◽  
Gross Margin ◽  
Rice Farmers ◽  
State Education ◽  
Enugu State

The gap in supply and demand of rice could be due to observable differentials in the allocative efficiency of the rice farmers in Nigeria. Therefore, the study focused on the determinants of resource-use efficiencies and profitability of lowland rice farmers of Enugu State, Nigeria. A multistage sampling technique was used to collect cross-sectional data from 300 smallholder rice farmers across the six agricultural zones of the State. The gross margin (GM) analysis was used to estimate the profitability while the marginal value productmarginal factor cost (MVP-MFC) was used to evaluate the efficiency of rice farming. The Stochastic Frontier Cost Function was also used to estimate the determinants of resource use efficiency among lowland rice farmers in Enugu state. The results from the GM showed that rice production is profitable with an average rate of returns on investment (ROI) of 2.80. The MVP-MFC analysis showed that all the input factors hypothesized were over-utilised indicating the existence of large-scale resource-use inefficiency among lowland rice farmers of the state. Education and age were the only socio-economic variables that affected the allocative efficiency of the rice farmers. The study recommends a farm-level policy directed towards the encouragement of younger adults since they are more likely to adopt innovation and boost efficiency and investment in extension education for advisory services to facilitate resource-use efficiencies.

scholarly journals Issues in Including Students with Disabilities in Large-scale Assessment Programs

2008 ◽  
Vol 18 (2) ◽  
Author(s):  
Christopher DeLuca
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Large Scale ◽  
The United States ◽  
Special Education Students ◽  
Education Students ◽  
Large Scale Assessment ◽  
Inclusive Practice ◽  
Scale Assessment ◽  
Large Scale Assessments

Large-scale assessment programs are becoming increasingly common throughout Canada and the United States. Given the emphasis on inclusive education in North America, special education students are largely expected to participate in these programs. However, several challenges exist for educators, policymakers, and psychometricians with respect to including students with disabilities in large-scale assessments. This article is a critical interpretive review of the academic lit-erature in this area intended to identify and examine issues pertinent to inclusive practice. In particular, attention is given to consequences (both positive and neg-ative) of including students with disabilities in large-scale assessments, validity of assessment results, provisions for accommodations, and research limitations. Areas for continued research are also considered.

scholarly journals Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait

2020 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
Alenezi Nouf ◽  
Alqallaf Bader ◽  
Zainab Abbas
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Learning Difficulties ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Provision Of Services ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

Cross-Classified Random Effects Modeling for Moderated Item Calibration

2021 ◽  
pp. 107699862098390
Author(s):  
Seungwon Chung ◽  
Li Cai
Keyword(s):  
Students With Disabilities ◽  
Random Effects ◽  
Subject Matter ◽  
Large Scale ◽  
Item Parameter ◽  
Special Populations ◽  
Parameter Estimates ◽  
Subject Matter Experts ◽  
Item Calibration ◽  
State Education

In the research reported here, we propose a new method for scale alignment and test scoring in the context of supporting students with disabilities. In educational assessment, students from these special populations take modified tests because of a demonstrated disability that requires more assistance than standard testing accommodation. Updated federal education legislation and guidance require that these students be assessed and included in state education accountability systems, and their achievement reported with respect to the same rigorous content and achievement standards that the state adopted. Routine item calibration and linking methods are not feasible because the size of these special populations tends to be small. We develop a unified cross-classified random effects model that utilizes item response data from the general population as well as judge-provided data from subject matter experts in order to obtain revised item parameter estimates for use in scoring modified tests. We extend the Metropolis–Hastings Robbins–Monro algorithm to estimate the parameters of this model. The proposed method is applied to Braille test forms in a large operational multistate English language proficiency assessment program. Our work not only allows a broader range of modifications that is routinely considered in large-scale educational assessments but also directly incorporates the input from subject matter experts who work directly with the students needing support. Their structured and informed feedback deserves more attention from the psychometric community.

scholarly journals EDUCAÇÃO INCLUSIVA: um estudo sobre a percepção dos professores de uma escola em Espinosa – MG

2020 ◽  
Vol 17 (01) ◽  
pp. 70-85
Author(s):  
Ertz Ramon Teixeira Campos ◽  
Humberto Gabriel Rodrigues ◽  
Helen Cristhianne de Oliveira Macedo ◽  
Aliny Cristiany Cardoso de Sá ◽  
Francisco Malta de Oliveira ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Classroom Practice ◽  
The State ◽  
Contributing Factors ◽  
Educational Management ◽  
Inclusion Process ◽  
Palabras Clave ◽  
The Disabled ◽  
Regular Network ◽  
La Red

O processo de inclusão do aluno com deficiência em classes comuns da rede regular ainda requer muitas mudanças na gestão educacional por parte do Estado, que funciona como um exemplo da sociedade, dando uma visão geral de como ela é, ressaltando uma importante missão da escola que é a de proporcionar relacionamentos em um ambiente de interação. A prática em sala de aula não atende efetivamente as necessidades dos alunos no processo de inclusão e um dos motivos que contribuem para isso é a falta de adaptação do currículo por parte da escola. Este estudo proporcionou um olhar mais atento no que envolve a realidade da educação inclusiva nas escolas e também trouxe para mais perto a realidade vivenciada nas escolas da rede regular.  Palavras-chave: Inclusão. Gestão educacional. Interação. Educação Inclusiva.   INCLUSIVE EDUCATION: a research on the perception of the teachers of a school in Espinosa – MG ABSTRACT The process of inclusion of the disabled student in common classes of the regular network still requires many changes in the educational management by the State, which functions as an example of society, giving an overview of how it is, highlighting an important mission of the school that is to provide relationships in an interaction environment. Classroom practice does not effectively meet the needs of students in the inclusion process and one of the contributing factors is the school's lack of adaptation of the curriculum. This study provided a closer look at what is involved in the reality of inclusive education in schools and also brought the reality of schools in the regular network closer. Keywords: Inclusion. Educational management. Interaction. Inclusive education.   EDUCACIÓN INCLUSIVA: un estudio sobre la percepción de los profesores de una escuela en Espinosa – MG RESUMEN El proceso de inclusión del estudiante con discapacidad en clases comunes de la red regular todavía requiere muchos cambios en la gestión educativa por parte del Estado, que funciona como un ejemplo de la sociedad, dando una visión general de cómo es, resaltando una importante misión de la escuela que es la de proporcionar relaciones en un ambiente de interacción. La práctica en el aula no atiende efectivamente las necesidades de los alumnos en el proceso de inclusión y uno de los motivos que contribuyen a ello es la falta de adaptación del currículo por parte de la escuela. Este estudio proporcionó una mirada más atenta en lo que implica la realidad de la educación inclusiva en las escuelas y también trae para más cerca la realidad vivida en las escuelas de la red regular. Palabras-clave: La inclusión. Gestión educativa. Interacción. Educación inclusiva

scholarly journals DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA

2010 ◽  
Vol 2 (1) ◽  
pp. 42-49
Author(s):  
Valdis Krastins ◽  
Vairis Laudams
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Research Work ◽  
The State ◽  
Comparative Approach ◽  
Ministry Of Education ◽  
Educational Management ◽  
Community Needs ◽  
General Education Curriculum ◽  
State Education

Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.

scholarly journals A ESCOLA INCLUSIVA NA PERSPECTIVA DAS PESSOAS COM DEFICIÊNCIA

2018 ◽  
Vol 25 (3) ◽  
pp. 47 ◽  
Author(s):  
Elizabete Cristina Costa Renders
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Narrative Research ◽  
Pedagogical Practices ◽  
Inclusive School ◽  
Postdoctoral Research ◽  
Material Points ◽  
Formación Docente

Apresenta resultados de uma pesquisa de pós-doutorado que  discutiu a  escola inclusiva na perspectiva dos estudantes com deficiência, destacando as práticas pedagógicas que eles entendem serem necessárias para a inclusão escolar. Trata-se de uma pesquisa narrativa que se deu na forma de rodas de conversa virtual com estudantes matriculados em um curso de Pedagogia, na modalidade a distância. Na composição do material documentário, destacam-se as autobiografias narradas, as cartas escritas pelos licenciandos e licenciandas para um dos seus professores e também os diários de pesquisa da pesquisadora. Tal material aponta para a importância de fazeres pedagógicos cotidianos que promovam: (i) a superação do preconceito pelo conhecimento que se constitui na convivência com as diferenças; (ii) o cuidado de, no âmbito da inclusão escolar, não reduzir a formação docente ao atendimento educacional especializado; (iii) a aproximação da tecnologia assistiva à discussão da tecnocultura nesta contemporaneidade. THE INCLUSIVE SCHOOL FROM THE PERSPECTIVE OF PEOPLE WITH DISABILITYAbstract: This article presents results of a postdoctoral research that discussed the inclusive school from the perspective of the students with disabilities, highlighting the pedagogical practices that they indicate as necessary for school inclusion. The methodology used was the narrative research, in the form of virtual conversation wheels with students enrolled in a course of Pedagogy, distance learning modality. In the composition of the documentary material are the autobiographies narrated, the letters written by the students for one of their teachers and also the research diaries of the researcher. Such material points to the importance of daily pedagogical practices that promote: (i) overcoming prejudice by the knowledge that is constituted in the coexistence with the differences; (ii) care should be taken not to reduce, in the scope of school inclusion, teacher training to specialized educational services; (iii) the approximation of assistive technology to the discussion of technoculture in this  contemporaneityKeywords: Narrative Research. People with Disability. Inclusive Education. Special Education. Basic Education. Assistive Technology..LA ESCUELA INCLUSIVA EN LA PERSPECTIVA DE LAS PERSONAS CON DISCAPACIDADResumen: Este artículo presenta resultados de una investigación de posdoctorado que discutió la escuela inclusiva en la perspectiva de las personas con discapacidad, destacando las prácticas pedagógicas que ellos entienden como necesarias para la inclusión escolar. En la composición del material documental se destacan las autobiografías narradas, las cartas escritas por licenciandos y licenciandas para uno de sus profesores y también los diarios de investigación de la investigadora. Tal material apunta a la importancia de prácticas pedagógicas cotidianas que promuevan: (i) la superación del prejuicio por el conocimiento que se constituye en la convivencia con las diferencias; (ii) el cuidado en no reducir, en el ámbito de la inclusión escolar, la formación docente a la atención educativa especializada; (iii) la aproximación de la tecnología de asistencia a la discusión de la tecno cultura en esta contemporaneidad.Palabras clave: Investigación Narrativa. Personas con Discapacidad. Educación Inclusiva. Educación Especial. Educación Básica. Tecnología de asistencia.

scholarly journals Reformas educativas y transformaciones del trabajo docente. El caso del sistema educativo estatal inglés: entre el cambio y la continuidad

2012 ◽  
pp. 102-118
Author(s):  
Dr. Andrew Parker ◽  
Dra. Analía Inés Meo
Keyword(s):  
Political Parties ◽  
Basic Education ◽  
The State ◽  
Educational Policies ◽  
Ethical Standards ◽  
Regulatory Frameworks ◽  
State Education ◽  
Political Views

Este trabajo examina críticamente el abanico de políticas educativas que ha reconfigurado sustancialmente el trabajo docente en Inglaterra durante el periodo 1979 a 2004. En este periodo se establecieron algunas de las piedras fundamentales de su sistema educativo estatal. Este trabajo identifica continuidades en el direccionamiento general de las políticas educativas durante dos gobiernos de signo político opuesto. Asimismo, mapea los profundos cambios que se han introducido en las formas de regular el trabajo docente en la educación básica. Argumenta que las sucesivas reformas han fomentado un mayor control del trabajo docente (incluyendo el ingreso, permanencia, formación, estándares de comportamiento y práctica pedagógica) en un contexto de cuasi-mercadización (quasi-marketization) y descentralización del sistema educativo estatal.AbstractThis article critically examines key educational policies that have re-structured teachers´ work in England during the period 1979-2004. These policies have established central pieces of the contemporary educational landscapeof this country. This paper identifies continuities between educational policies defined by governments from political parties from antagonistic political views (the Conservative and Labour parties). Moreover, it maps key changes in the regulatory frameworks of teachers´ work in basic education. It argues that successive reforms have fostered major control of teachers´ work (in terms of their recruitment, training, behavioural and ethical standards, and pedagogic practice) in a context of quasi-marketization and de-centralisation of the state education system.Recibido: 23 de abril de 2011 Aceptado: 30 de noviembre de 2011

scholarly journals Mapeamento do Quadro de Alunos Surdos e Deficientes Auditivos da Rede Pública de Ensino do Estado do Pará

2019 ◽  
Vol 20 (4) ◽  
pp. 440-445
Author(s):  
Raynon Joel Monteiro Alves ◽  
Ana Cláudia Ferreira Brito ◽  
Mônica Tuma Dos Reis ◽  
Nayana Cardoso Lima ◽  
Altem Nascimento Pontes
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
School Environment ◽  
The State ◽  
Education Department ◽  
Deaf Students ◽  
State Education ◽  
State Education Department ◽  
The Right ◽  
Elementary And Middle School

O surdo e o deficiente auditivo, assim como qualquer cidadão, têm direito à escolarização formal. Considerando o Estado do Pará, buscou-se por meio deste estudo mapear o quadro dos alunos com surdez e deficiência auditiva matriculados em escolas públicas do ensino básico, durante o período de 2008 a 2017, utilizando dados da Secretaria de Estado de Educação do Pará. Os resultados demonstraram que, na década em questão, o número de deficientes auditivos foi superior ao de surdos, que se manteve crescente ou quase constante, respectivamente, sobretudo, nos cinco municípios paraenses com maior registro de matriculados. Estes discentes, em sua maioria, eram jovens, de 15 a 25 anos, que cursavam principalmente o Ensino Fundamental II ou o Médio. Diante da demanda desses alunos especiais se tornam necessárias efetivas legislação e políticas educacionais e a criação de outras para sanar as dificuldades que ainda persistem no ambiente escolar e na sociedade.  Palavras-chave: Educação Especial. Educação Inclusiva. Política Educacional. AbstractThe deaf and hard of hearing, like any citizen, have the right to education. Taking in consideration the State of Pará, this study aimed to map the students with hearing loss and deafness enrolled in elementary and middle public schools during the period 2008 to 2017, using the data provided by the State Education Department of Pará. The results showed that, in this decade, the number of students with hearing impaired was higher than deaf students, which remained increasing or constant, respectively, especially in the five municipalities with the highest number of enrollment. The majority of these students were young, with ages between 15 to 25 years old, who attended mainly elementary and middle school. Facing this scenario, effective legislation and educational policies are necessary to overcome these difficulties that still persist in the school environment and society. Keywords:  Special Education. Inclusive Education. Educational Politics.

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