scholarly journals Psycho-pedagogical Research of Inclusive Education in the Undergraduates Training

2015 ◽  
Vol 20 (3) ◽  
pp. 70-78 ◽  
Author(s):  
S.V. Alekhina
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Main Idea ◽  
Psychological Research ◽  
Individual Development ◽  
Inclusive Process ◽  
Methodological Basis ◽  
Inclusive Practice ◽  
Leading Role ◽  
Pedagogical Research

The author examines the cultural and historical psychology as a methodological basis of research in the inclusive process of education. The article presents the current trends in research of inclusive education such as the design of organizational and psychological and pedagogical conditions for reinforcing the cultural norms of inclusion in the school: individual development in inclusive education; designing an inclusive educational environment. The article describes the logic of the research master students training. The author suggests for discussion some variants of design and research tasks in order to form the necessary research and development competencies of master students. The author is convinced that the quality of an inclusive process in basic education linked to the development of inclusive practice based on scientific research. Cultural-historical framework and its main idea becomes the methodological basis of psychological research as it claims a leading role of social environment in the development and educating of children.

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 A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION

2018 ◽  
pp. 154-161
Author(s):  
Magdalen Pleskura
Keyword(s):  
Inclusive Education ◽  
Positive Reinforcement ◽  
Behavioral Therapy ◽  
Preschool Education ◽  
Educational Needs ◽  
Individual Development ◽  
Special Educational Needs ◽  
Wide Range ◽  
Self Service ◽  
Pedagogical Research

The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

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.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1

2021 ◽  
Author(s):  
Gregg Alexander ◽  
Duma Mhlongo
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Lesson Plan ◽  
White Paper ◽  
Training System ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
Democratic Culture ◽  
Democratic Classroom ◽  
Assessment Activity

The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.

Professional Development for Inclusive Education

2020 ◽  
Author(s):  
Dries Vansteenkiste ◽  
Estelle Swart ◽  
Piet Van Avermaet ◽  
Elke Struyf
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Public Management ◽  
New Public Management ◽  
Deep Understanding ◽  
Teaching Profession ◽  
Policy Advocacy ◽  
Inclusive Practice ◽  
New Public

Any answer to the question “What is professional development (PD) for inclusive education (IE)?” needs to be based on a deep understanding of the nature of IE. Taking fully into account its multileveled nature, encompassing inclusive practice, policy, advocacy, and philosophy, IE appears as a “glocal” phenomenon that is affected by institutions (e.g., accountability, new public management, and neoliberalism) with which it can resonate or collide, resulting in tensions within the educational field. These tensions complicate the endeavors of teachers to orient themselves and their actions because different institutions conceptualize teaching and the role of teachers differently, demanding different and sometimes conflicting things from them. Further, teachers also need to give meaning to perceived similarities, differences, and conflicts between these professionalisms and elements of their own professional identity. This results in specific concerns for teachers and imposes challenges for teachers’ agency. PD based on this understanding of IE refers to creating and exploiting spaces where the different actors involved address the complexities of, and coconstruct, a teaching profession that is inclusive. This conceptualization implies formal and informal, social and local, embedded, open-ended practices that can strengthen teacher agency. To do this, it needs to recognize the teacher as being at the center of PD. These spaces are experimental zones for the exertion of agency, incorporating transformative ideals which can involve developing a different behavior repertoire, changing the immediate professional context, or addressing contradictory institutions. As such, PD is not regarded as the prerequisite for IE, but as its consequence.

Is full inclusion always the answer?

2020 ◽  
Vol 47 (1) ◽  
pp. 5-15
Author(s):  
Gabrielle Wilcox ◽  
Gabrielle Wilcox
Keyword(s):  
Inclusive Education ◽  
Future Research ◽  
Limited Attention ◽  
Student Needs ◽  
Control Groups ◽  
Full Inclusion ◽  
Inclusive Practice ◽  
Research Designs ◽  
Randomized Control ◽  
Variable Impact

In this article the author presents inclusive education as a policy, which in recent decades has often been viewed as a moral imperative. She presents this issue in a dichotomous choice: either full inclusion or special education. This chapter joins other voices in arguing for a more nuanced approach to inclusive practice. One that demands better quality research on which to base decisions and puts student needs and goals above blanket policies that are applied indiscriminately. The author oncludes future research also needs to remediate current limitations of research of the efficacy and effectiveness of inclusive education including: limited comparison or control groups, weak research designs, no measures of treatment fidelity, lack of clarity in the outcome measures (academic, behavioral, adaptive, etc.), limited attention to what the benefits and detriments of inclusion are, variable impact across populations, and to implement more randomized control trials.

scholarly journals The Stimulation of Students’ Interest in the Teaching by Competency-based Approach: Latin American Perspective

2017 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Olena Zhyzhko
Keyword(s):  
Latin American ◽  
Basic Education ◽  
Self Regulation ◽  
Self Control ◽  
Learning Context ◽  
Learning Abilities ◽  
Competency Based ◽  
The Subject ◽  
Pedagogical Research ◽  
Stimulation Of

AbstractThis article presents the results of scientific-pedagogical research, which consisted in identifying, what are the best strategies of stimulation of students’ interest in the teaching by competency-based approach studying the works of Latin American scientists. With support in the pedagogic-comparative study the author has found out that in the Mexican education system the competency-based approach has been implemented since 2009 through the new national educational policies and Reform of Basic Education in which documents it is argued that competence means putting in play knowledge, attitudes, skills and values for achieving purposes in certain contexts and situations. One of the key tasks of the teacher is to lead and keep the attention of his/her students towards certain goals. Motivation to learning represents the socio-emotional or psychosocial variables (social identity, attitude to the subject, motivation), involved in learning on par with the educational variables (teacher, methodology, learning context); individual variables (subject learning abilities, aptitudes, needs, personality); socio-demographic variables (student’s age, sex, socio-economic and socio-cultural level); sociopolitical context variables (importance in the society of knowledge that provides the subject). The study has showed that the best strategies for stimulation of students’ interest in the learning by competency-based approach, following the Latin American scientists, are, among others, modeling, adapting, making the content of the studied discipline “accessible” to the student’s needs; developing students’ autonomy in learning; promoting conscious learning; establishing dynamic and equitable system of interrelations in the class; creating positive psychological environment; raising the illustrative and dynamic teaching; ensuring the self-control and self-regulation; using the error as part of the learning process (and not as punitive).

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