scholarly journals Inclusive Education in Practice: Teachers’ Opinions and Needs

2021 ◽  
Vol 14 (9) ◽  
pp. 1286-1298
Author(s):  
Vlasta Belková ◽  
◽  
Patrícia Zólyomiová ◽  
Štefan Petrík
Keyword(s):  
Inclusive Education ◽  
Teaching Effectiveness ◽  
Research Data ◽  
Further Education ◽  
Teaching Staff ◽  
Multidisciplinary Teams ◽  
Inclusive Practice ◽  
Single Form ◽  
Educational Programmes ◽  
Different Types

The paper presents a part of the research data from a broader piece of research focused on teaching effectiveness in inclusive forms. It analyses the opinions of the teaching staff at different types of schools on the existing barriers and teachers’ needs related to inclusive education. The research involved N=1.216 teaching staff (98 % teachers) working in Slovak schools. A questionnaire developed by the authors was used and respondents filled it in anonymously in electronic form. The results clearly indicate persistent issues in the inclusive practice, which are in line with the findings of other nation-wide Studies, i. e., missing multidisciplinary teams at schools, too many students in a single form, lack of teaching and specialised staff, limited offer of educational programmes focused on further education

Change to the Demands Made of the Teaching Profession and the Ambiguity of New Concepts

2012 ◽  
Vol 2 (1) ◽  
pp. 7-18
Author(s):  
Jana Kohnová
Keyword(s):  
Teaching Profession ◽  
Further Education ◽  
Career Progression ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
The Czech Republic ◽  
New Concepts ◽  
Educational Programmes ◽  
A Current

This paper is concerned with concepts such as quality of education, evaluation of the standard of the work of the teacher and comparison of educational results. It points to the importance of standards and the difficulties involved in their implementation. It also discusses the concept of competence and its relevance to framework educational programmes and the further education of teachers. The paper also focuses on a number of trends in education that are less widely discussed: instability — permanent change, reduction of education, emphasis on topicality and practical applicability, underestimation of the system, etc. The final part of the paper presents a current project from the Ministry of Education, Youth and Sport of the Czech Republic — a proposal for career progression.

TEACHING THE TEACHERS—WHAT EDUCATION AND TRAINING NEEDS ARISE AMONG TEACHERS THROUGH THE USE OF SIMULATION IN THE EDUCATION OF EMS PERSONNEL IN THE GERMAN HEALTH CARE SYSTEM

2015 ◽  
Vol 1 (1) ◽  
pp. 41.3-41
Author(s):  
Michael Wessels ◽  
Manuel Geuen
Keyword(s):  
Patient Safety ◽  
Emergency Services ◽  
Teaching Method ◽  
Medical Personnel ◽  
Further Education ◽  
Teaching Staff ◽  
Transfer Of Knowledge ◽  
Performance Skills ◽  
Intensive Training ◽  
Emergency Services Personnel

Background & PurposeThe professional qualifications of paramedics in the emergency services are not uniform at the federal level across Germany. Federalism leads to a considerable heterogeneity of regional regulations and curricula for training at the state-approved emergency services School. This results in an uneven transfer of knowledge of action skills, scientific findings as well as inconsistent application of appropriate teaching methods. Finally, this culminates in an inconsistent qualification of EMS personnel.To illustrate the needs of teachers in simulation in training and continuing education of EMS personnel.MethodsBased on a systematic literature review and expert interviews on training and further education of non-medical personnel in emergency care simulation was analysed as a teaching method from an educational perspective. For a standardized carrying out of the interviews a unified interview guide was used. The statements of the experts were analysed with the software MAXQDA.ResultsThrough simulation, in conjunction with debriefings an outstanding benefit for the direct learning from mistakes is made possible, both in the whole group as well as in the setting of reality (train where you work). This supports a long-needed culture of errors in emergency service as well as improving patient safety in emergency response. This requires intensive training of the teaching staff in pedagogy and technology. Further research needs were identified for potential fields of application of simulation in the training of EMS personnel.ConclusionsSimulation provides for the training of emergency services personnel, particularly in view of the new profession of emergency paramedics (Notfallsanitäter) and their advanced performance skills extensive opportunities. With the help of simulation abilities and skills as well as inter-professional teamwork can be taught and improved individualized. In fact, simulation contributes to improving patient safety and guideline- based care of emergency patients.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

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.

scholarly journals Applied Learning Educators Searching for a Pedagogical Model

2016 ◽  
pp. 605-631
Author(s):  
Christine Schulz
Keyword(s):  
Young People ◽  
Transformative Learning ◽  
Educational Theory ◽  
Research Data ◽  
Further Education ◽  
Boundary Crossing ◽  
Applied Learning ◽  
Pedagogical Model ◽  
Learning Programs ◽  
Pedagogical Framework

Australia, like many nations across the globe, has a focus on engaging young people in the post compulsory years of school to ensure their transition into further education, training and /or the workforce. Applied Learning programs which are based on the premise of active, transformative learning from authentic experience have emerged as valuable tools in assisting the transition of young people. Understanding of Applied Learning however, not only varies between nations but also disciplines, context, education settings and curricula. Using a lens of boundary crossing, this chapter draws on research data to provide an account of challenges educators face in an Australian program where there appears little guidance for educators on constructing an Applied Learning pedagogical model for individual practice. From consideration of data and educational theory an Applied Learning pedagogical framework is proposed as a guide for educators in developing Applied Learning programs.

scholarly journals Interaksi Sosial Guru dan Orang Tua Siswa dalam Proses Pembelajaran Daring di Masa Covid -19 Madrasah Ibtidaiyah Bayanul Ulum Punggur Kecil Sungai Kakap

IBTIDA' ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 181-194
Author(s):  
Imam Sanusi
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Research Data ◽  
Family Education ◽  
Teaching Staff ◽  
Narrative Approach ◽  
School Programs ◽  
Teachers And Parents ◽  
Interaction Problem ◽  
Descriptive Method

Covid-19 is already familiar to parents of students, even with the rumors of the covid-19 virus making learning in schools use online, the problem of social interaction between teachers and guardians of students is often seen in print media and even on electronic media / television. It has become a trending topic material and is often discussed, almost every day there are students who have problems regarding interactions with their teachers regarding the online learning process which is always associated with their teachers and even the handling involves subject teachers.In this interaction problem the writer uses a descriptive method with a quantitative narrative approach, the writer describes what is happening in the field based on the facts that occur, while the location of this research is located in Parit H. Maksum Punggur Kecil Sungai Kakap. The research data were obtained from teachers and parents regarding the problem. social interactions during the Covid-19 period. As for the means of collecting data, researchers obtained by means of observation, direct interviews with teachers or parents of students then researcher analysis. Social interactions that are less solid will cause conflict and most often occur between teachers and parents of students due to miscommunication between teachers / school authorities and student guardians. Therefore, to carry out or overcome mis communication and increase social interaction to reduce conflict can be done in various ways, as follows: (1). Conduct regular meetings, (2) carry out family education, (3). Socializing school programs and procedures, (4). Protect students and teaching staff, (5). Complete facilities and infrastructure in schools

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

scholarly journals Formation and development of school biological education in modern Russia

2018 ◽  
Vol 7 (3) ◽  
pp. 339-343
Author(s):  
Aleksandr Alekseevich Semenov ◽  
Hirofumi Saito
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Further Education ◽  
Ecological Literacy ◽  
Biological Knowledge ◽  
Gifted Children ◽  
Physical And Mental Health ◽  
Advantages And Disadvantages ◽  
Biological Education

Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.

Sign in / Sign up

Export Citation Format

Share Document