scholarly journals ESTRATEGIAS ORGANIZATIVAS PARA UNA ESCUELA INCLUSIVA

2017 ◽  
Vol 7 (1) ◽  
pp. 53
Author(s):  
José Daniel Álvarez Teruel ◽  
Salvador Grau Company ◽  
Mª Teresa Tortosa Ybáñez
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Research Work ◽  
Compulsory Education ◽  
Evolutionary Process ◽  
Positive Development ◽  
Inclusive School ◽  
Initial Hypothesis ◽  
The Subject ◽  
Spanish Educational System

Abstract.ORGANIZATIONAL STRATEGIES FOR AN INCLUSIVE SCHOOLInclusive education is a hanging task within the Spanish Educational System, and nowadays it presents a stalemate. On this initial hypothesis let’s sense beforehand a theoretical and descriptive research work, based on bibliographical study of previous research on the subject, in order to know how the principle of diversity care is developed in Spanish Compulsory Education System schools, and therefore inclusive education, and what this pointed stagnation can occur. The study parts of a shared conceptualization of inclusiveness, and aims to collect information, analyze and reflect on it, and make innovative and assumable proposals on the basis of the obtained results for the development and evolution of the subject. The purpose of our research will be the inclusive school. We document the evolutionary process in the development of Spanish inclusive education, until the stalemate that is currently observed, analyzing some research on the subject made in the last decade. We start from a general survey of the situation of the Spanish educational system regarding the issue of the inclusiveness, analyze contributions of some contrasted authorship, and reflect on the achievements and work to be done. This task allows us, while validating the initial hypothesis of the study, substantiate somewhat firmly the relevance of contributing strategies that collaborate in the positive development of an inclusive school project. To design these proposals, we depart from a few prerequisites, primarily within the realm of belief and unwavering principles, and subsequently we develop a catalogue of basic sequenced strategies, which like mandatory decalogue, are essential in order to define our institutions as an inclusive school.Keywords: diversity care, inclusive education, inclusive school, educational centers, organizational strategies.Resumen.La educación inclusiva es una tarea pendiente dentro del Sistema Educativo Español, y en estos momentos presenta un estancamiento. Sobre esta hipótesis inicial presentamos un trabajo de investigación teórico y descriptivo, en base a un estudio bibliográfico de investigaciones previas sobre el tema, con el fin de conocer cómo se desarrolla en los centros educativos de Educación Obligatoria del Sistema Educativo Español el principio de atención a la diversidad, y por tanto la educación inclusiva, y a que se puede deber este estancamiento apuntado. El estudio parte de una conceptualización compartida de inclusividad, y tiene como objetivos recabar información, analizar y reflexionar sobre ella, y elaborar propuestas de mejora, innovadoras y asumibles, sobre la base de los resultados obtenidos, para el desarrollo y evolución del tema. El objeto de nuestra investigación será la escuela inclusiva. Documentamos el proceso evolutivo en el desarrollo de la educación inclusiva en España, hasta llegar al estancamiento que se observa actualmente, analizando algunas investigaciones sobre el tema realizadas en la última década. Partimos de un estudio general de la situación del Sistema Educativo Español con relación al tema de la inclusividad, analizamos las aportaciones de algunas autorías contrastadas, y reflexionamos sobre los logros alcanzados y trabajo que queda por hacer. Esta tarea nos permite, a la vez que validar la hipótesis inicial del estudio, fundamentar con cierta solidez la pertinencia de aportar estrategias que colaboren en la evolución positiva de un proyecto de escuela inclusiva. Para diseñar estas propuestas, partimos de unos prerrequisitos, fundamentalmente dentro del terreno de las creencias, y unos principios irrenunciables, y posteriormente elaboramos un catálogo de estrategias básicas, secuenciadas, que a modo de decálogo de obligado cumplimiento, son imprescindibles para poder definir nuestras instituciones educativas como una escuela inclusiva.Palabras clave: atención a la diversidad, educación inclusiva, escuela inclusiva centros educativos, estrategias organizativas.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals RELACIÓN ENTRE LA EDUCACIÓN INCLUSIVA Y LA CALIDAD DE VIDA

2016 ◽  
Vol 1 (2) ◽  
pp. 499
Author(s):  
Pablo Morilla Portela
Keyword(s):  
Quality Of Life ◽  
Inclusive Education ◽  
Educational System ◽  
Special Educational Needs ◽  
Calidad De Vida ◽  
Inclusive School ◽  
El Sistema ◽  
High Degree ◽  
Natural Way

Abstract."Inclusive education" is a new way of living education, whereby, all the subjects have place in the educational system and where every student, is enriched by this diversity. This study shows how children without Special Educational Needs (SEN), enrolled in a school with High Degree of Inclusion, show higher levels in the Quality of Life as well as in several dimensions, compared to those students enrolled in a traditional educational system. Through this research, it is also shown how students who have joined the school with High Degree of Inclusion, have higher scores in the Quality of Life and its various dimensions, when they have spent more time experiencing this particular and natural way of living education.Keywords: Inclusive education, inclusive school, children´s quality of life and adolescents´ quality of life.Resumen.La “Educación Inclusiva” supone una nueva forma de vivir la educación, mediante la cual, la totalidad de los sujetos tienen cabida en el sistema educativo y donde todos y cada uno de los alumnos, se enriquecen de esta diversidad. El presente estudio muestra como niños y niñas sin Necesidades Específicas de Apoyo Educativo (NEAE), escolarizados en un colegio con Alto Grado de Inclusión, muestran mayores niveles en la Calidad de Vida, así como en varias de sus dimensiones, en comparación con aquellos alumnos escolarizados en un sistema educativo tradicional. A través de esta investigación, también se demuestra como los alumnos  que se han incorporado al centro educativo con Alto Grado de Inclusión, presentan mayores puntuaciones en la Calidad de Vida y sus diferentes dimensiones, cuando han pasado más tiempo experimentando esta inclusiva y natural forma de vivir la educación.Palabras Clave: Educación inclusiva, escuela inclusiva, calidad de vida infantil y calidad de vida adolescente

scholarly journals Various Perceptions of Inclusive School: Q Methodological Study

2021 ◽  
Vol 11 (5) ◽  
pp. 1
Author(s):  
Katarína Vančíková ◽  
Barbara Basarabová ◽  
Robert Sabo ◽  
Denisa Šukolová
Keyword(s):  
Inclusive Education ◽  
Cultural Context ◽  
Q Methodology ◽  
Local Context ◽  
Pedagogical Discourse ◽  
Inclusive School ◽  
The Subject ◽  
Universal Definition ◽  
Definition Of ◽  
Political Economic

Although inclusive education has become a global norm, it cannot be said that there is a universal definition of it. Namely, the ideas of what inclusive education is are formed in a local context under the influence of societal, political, economic and cultural forces. This is confirmed also by results of the research the subject of which was examination of perceptions of inclusive school formed in the Slovak socio-cultural context. The aim of the research was to find out how education actors (teachers, school headmasters, teaching assistants, specialists providing support to pupils, parents) think about the concept "inclusive school". For this purpose, the Q-methodology was used that produced eight various descriptions of inclusive school. They uncovered various contexts in which education actors´ ideas about inclusive school were formed. Some are wider, others refer to socio-cultural specifics of the country; others are more personal, reflecting personal experience, inner beliefs or even projected ideas and desires. The research shows that the pedagogical discourse about inclusive education in Slovakia is not only specific, but also internally variable.   Received: 4 May 2021 / Accepted: 21 July 2021 / Published: 5 September 2021

The Analysis of Regular Students’ Parents Perception Towards Inclusion Program

2020 ◽  
Vol 3 (1) ◽  
pp. 140-148
Author(s):  
Vania Martha Yunita ◽  
Abdul Salim ◽  
Sunardi Sunardi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Government Programs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Filling Method ◽  
The Subject ◽  
The Government ◽  
Regular Students

Abstrak: Program pendidikan inklusi merupakan salah satu program pemerintah yang sedang digalakkan di Indonesia. Banyak dampak yang disebabkan oleh program ini, dampak terhadap siswa berkebutuhan khusus, siswa reguler, orangtua siswa berkebutuhan khusus, orangtua siswa reguler bahkan pendidik. Semua mempunyai pengaruh terhadap kemajuan program inklusi, orangtua siswa reguler yang diteliti disini mempunyai andil yang kurang terlihat sehingga perlu adanya penelitian terkait dengan persepsi program inklusi menurut para orangtua siswa reguler. Penelitian ini menggunakan metode pengisian angket dan wawancara sehingga hasil yang didapat tidak menjadi disalah artikan. Hasil dari penelitian ini menyatakan persepsi orangtua siswa reguler terhadap program inklusi sangat positif namun terdapat beberapa temuan terkait dengan kontribusi orangtua siswa reguler terhadap program inklusi. Abstract: The inclusive education program is one of the government programs being promoted in Indonesia. There are many impacts caused by this program towards students with special needs, regular students, parents of students with special needs, parents of regular students and even educators. There are also many perceptions related to children with special needs in inclusive schools. All of them have an influence on the progress of the inclusion program. The parents of the regular students studied here have a less visible contribution so there is a need for research related to the perception of the inclusion program for the parents of regular students. This study used the questionnaire filling method and interview with the subject of the parents of regular students in the inclusive school. The results of this study stated that the parents of regular students’ perceptions towards the inclusion program were very positive but there were several findings related to contributions of regular students’ parents to the inclusion program

Evaluating Intercultural Sensibility in Compulsory Secondary Education

2018 ◽  
Vol 11 (4) ◽  
pp. 1-15
Author(s):  
Paloma No-Gutiérrez ◽  
María-José Rodríguez-Conde ◽  
Eva-María Torrecilla-Sánchez
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Intercultural Sensitivity ◽  
Compulsory Education ◽  
Social Reality ◽  
Type Of School ◽  
Spanish Educational System

The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.

scholarly journals ¿ES POSIBLE LA INCLUSIVIDAD EN EL SISTEMA EDUCATIVO ACTUAL?

2017 ◽  
Vol 7 (1) ◽  
pp. 45
Author(s):  
Salvador Grau Company ◽  
José Daniel Álvarez Teruel ◽  
Mª Teresa Tortosa Ybáñez
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Educational Quality ◽  
Educational Reforms ◽  
Educational Community ◽  
The Real ◽  
Inclusive School ◽  
El Sistema

Abstract.IS INCLUSIVENESS POSSIBLE IN THE CURRENT EDUCATIONAL SYSTEM?In this communication we will analyze the beginning and evolution of the inclusive education, the concepts and basic aims, synthesizing his legislative aspects. Secondly, we will raise the determining ones that reorientate the current Law of Improvement of the Educational Quality (LOMCE) towards educational parameters of conservative and neoliberal trend, Y finally, the conclusions will be reorientated to the need to unite the efforts of the educational community in continuing advancing towards the real inclusiveness.Keywords: Inclusive school, educational reforms, legislation.Resumen.En esta comunicación analizaremos el inicio y evolución de la educación inclusiva, los conceptos y objetivos básicos, sintetizando sus aspectos legislativos. En segundo lugar, plantearemos los condicionantes que reorientan la actual Ley de Mejora de la Calidad Educativa (LOMCE) hacia parámetros educativos de tendencia conservadora y neoliberal. Y por último, las conclusiones estarán reorientadas a la necesidad de aunar los esfuerzos de la comunidad educativa en seguir avanzando hacia la verdadera inclusividad.Palabras clave: Escuela inclusiva, reformas educativas, legislación.

The Challenges in the Selection and Recruitment to School Headteachers in the Spanish Educational System

2021 ◽  
pp. 1-12
Author(s):  
Sandra Vázquez-Toledo ◽  
Cecilia Latorre-Cosculluela ◽  
Verónica Sierra-Sánchez ◽  
Ana Rodríguez Martínez
Keyword(s):  
Educational System ◽  
Spanish Educational System

Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments

2021 ◽  
Author(s):  
Lyubov' Plaksina ◽  
Liliya Druzhinina ◽  
Larisa Osipova
Keyword(s):  
Preschool Children ◽  
General Education ◽  
Inclusive Education ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Federal State ◽  
Spatial Environment ◽  
The Subject ◽  
State Educational ◽  
Children With Visual Impairments

The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.

Studies Concerning the Corrosion Behaviour of the Cast Stainless Steel Used for Chemical Industry

2013 ◽  
Vol 371 ◽  
pp. 338-342
Author(s):  
Gheorghe Simionescu ◽  
Mirela Gheorghian
Keyword(s):  
Chemical Industry ◽  
Room Temperature ◽  
Corrosion Behaviour ◽  
Research Work ◽  
Experimental Tests ◽  
Hot Environment ◽  
Chemical Agents ◽  
The Subject ◽  
Materials Used ◽  
Cast Stainless Steel

The current work deals with experimental tests concerning the behaviour of different materials used in chemical industry when are exposed to diverse corrosions environments. During the research work four different metals have been tested, namely T15NiCr180, T15MoNiCr180, W4027 and W4059. The presented work is trying to classify the tested materials function to different chemical environment, different concentration of the environment, different temperature of the environment, and different expose time. Some of the substances which were considered as corrosion environment are: HNO3, H3PO4, NaCl, NH4Cl, C2H5OH, Petrol, NH4NO3, KNO3, K2CO3, Na2CO3, KMnO4, KOH and Ca (OH)2. The concentration of the corrosion solutions varies between 1% and 96%. Tests have been done at room temperature and hot environment of 100°C. Time is playing an important role on evolution of the corrosion. For this reason the samples have been analyzed after 48, 336, 720 and 2160 hours of exposes to chemical agents. To understand the comportment of the subject metals when are used in industry, samples have been tested for longer period of time, respectively 1, 3, 6 and 12 months. After each selected period of time the metallic samples were analyzed and measured to quantify the effect of the environment on the corrosion speed.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

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