scholarly journals INFLUENCE OF THE PROJECT “QUALITATIVE INCLUSIVE EDUCATION FOR SPECIAL NEEDS CHILDREN” ON THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE PROJECT SCHOOLS

2015 ◽  
Vol 2 ◽  
pp. 132
Author(s):  
Dita Nīmante ◽  
Linda Daniela
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Comprehensive School ◽  
Special Needs Children ◽  
State Education ◽  
Study Evaluation ◽  
Education Indicators ◽  
Soros Foundation ◽  
Children Education ◽  
Education Initiative

The study „Evaluation of the project influence on the development of inclusive education in project schools” was implemented from 2009 till 2011 in the project “Qualitative inclusive education for special needs children” (Education initiative centre, State Education content centre, Soros Foundation Latvia, more information in: http://www.iic.lv) with the aim to find out whether the project results brought changes in defined inclusive education indicators. The article analyzes how the cooperation of school’s pedagogues in promoting inclusive education in general comprehensive school has improved as a result of the project.

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals Teachers' Perceptions on What Inclusion Needs

2010 ◽  
Vol 12 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Special Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Regular Classrooms ◽  
Physical Abilities ◽  
Equal Right

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

scholarly journals Features of Social Interaction in Students in the Inclusive Educational System

2016 ◽  
Vol 8 (1) ◽  
pp. 62-75 ◽  
Author(s):  
M.R. Khusnutdinova
Keyword(s):  
High School Students ◽  
Special Needs ◽  
Inclusive Education ◽  
Special Needs Children ◽  
State University ◽  
School Students ◽  
High Satisfaction ◽  
Inclusive Learning ◽  
Study Results ◽  
Inclusive School

The article describes how the new inclusive educational model affects the relationship between children with special needs. Empirical research data were collected by the Laboratory of monitoring studies of Moscow State University of Psychology & Education in 2014. We used two sociological method of data collection: questionnaire and interviews. Study sample was 611 respondents: 178 teachers, 386 parents and 47 high school students. The analysis of the social interactions in the system of inclusive education was carried out on the basis of several social and psychological criteria: students’ attitude toward their class and school, relationship between the children in an inclusive school, satisfaction of children by teachers’ and classmates’ attitude, the degree of special needs children inclusion in extracurricular school activity. The empirical study results show that in general children have positive attitude towards each other and relatively high satisfaction by inclusive learning.

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 Resource Center as Support System on Inclusive Education in Malang

2020 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Sinta Yuni Susilawati ◽  
Umi Safiul Ummah ◽  
Rizqi Fajar Pradipta ◽  
Dimas Arif Dewantara
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Needs Children ◽  
Education Assessment ◽  
Resource Center ◽  
Collaborative Program ◽  
Educational Guidance ◽  
The Government

National Special Supervisory School is a special school which is designed as a resource center by the government. Technically, Inclusive education needs supporting system that works as an institution that provides technical assistance to schools with special needs children. This study aims to discover, describe, in-depth analyze and also to find whether this study can be used as an input, consideration, direction and expansion of knowledge for related parties, especially with regard to (1) How is the resource center collaborative program with teachers on supporting inclusive education implementation in Malang. (2) What kind of assistances that resource center provided to teachers on supporting child-friendly inclusive education implementation in Malang (3) what kind of obstacles that the resource center had to face while supporting the inclusive education implementation in Malang. The result of this study shows resource center collaborative program in supporting Inclusive education implementation in Malang has been running and implemented well. Some assistances given by resource center in supporting inclusive education implementation in Malang include the main assistances in providing information/ guidance to schools with inclusive education, assessment assistances, educational guidance for special needs children, consulting assistances, training assistances for inclusive education teachers, providing ( producing) learning resources in the form learning books which later be printed out in Braille. On the human resource perspective, the supports from special teachers are still limited. Some obstacles that resource center had to face in order to support inclusive education implementation in Malang are limited in term of human resources and other limitations on media development assistances. This study concludes that the role of the Resource Center in supporting Inclusive Education implementation in Malang has been running and implemented well.

scholarly journals Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ari Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Assessment Process ◽  
Learning Needs ◽  
Special Needs Children ◽  
Learning Program ◽  
Childhood Education

The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

scholarly journals Making Inclusive Education Work in Nigeria: Evaluation of Special Educators' Attitudes

2012 ◽  
Vol 32 (2) ◽  
Author(s):  
Paul M. Ajuwon
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Special Educators ◽  
Special Needs Children ◽  
Student Needs ◽  
Professional Competency ◽  
Behavioral Issues ◽  
Negative Behaviors ◽  
Behavior Issues

<p>The researcher investigated the attitudes toward inclusive education held by 141 special educators in Nigeria. Participants were administered a modified version of the Attitudes Towards Inclusion in Africa Scale (ATIAS). The scale was divided into four factors, namely, Behavior Issues, Student Needs, Resource Issues, and Professional Competency. The mean score for each of the ATIAS factors was compared by categories of eight descriptive variables. Female respondents indicated more confidence in their professional competency to teach special needs children than male respondents. Younger respondents and those with prior training in inclusion were more likely than their counterparts to believe that adequate resources were available to assist teachers to implement inclusion. Advanced formal education was associated with a greater tolerance for negative behaviors (that are sometimes connected with special needs students) and with a more positive attitude toward special supports for students with sensory disabilities. Special educators employed in Northern states were more likely than their Southern counterparts to believe that students with behavioral issues should attend their neighborhood schools. Participants expressed in open-ended comments their concerns that schools lack trained special education personnel, specialized materials, and architecturally-friendly buildings. Recommendations were made for the successful practice of inclusion in Nigeria.</p><p>Keywords: inclusive education; Nigeria; special educators; attitudes; behavioral issues; student needs; resource issues; professional competency</p>

scholarly journals Peran Guru Bimbingan dan Konseling pada Sekolah Penyelenggara Pendidikan Inklusi

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Desje Lattu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Developed Countries ◽  
The United States ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Mutual Support ◽  
Almost All ◽  
Contemporary Education

The development of contemporary education leads to the model of inclusive education. Almost all developed countries have appreciated, treated and respected children with special needs more detailed and very human. In the United States, for example, inclusive education is growing very rapidly in the presence of various elements of mutual support. In addition, in Japan children with special needs and parents are given the freedom to choose the school according to the wishes of children with special needs. Schools that receive special needs children provide educational services according to their specificity. Inclusive education is now beginning to be developed in Indonesia, with various areas being supported by the goal of implementing inclusive education.

scholarly journals The development of I-Teach model to improve early childhood teachers professionalism

2020 ◽  
Vol 15 (6) ◽  
pp. 1614-1628
Author(s):  
Diana Diana ◽  
Sunardi Sunardi ◽  
Gunarhadi Gunarhadi ◽  
Yusuf Munawir
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Development Stage ◽  
Development Project ◽  
Control Group ◽  
Special Needs Children ◽  
Sustainable Improvement ◽  
Testing Stage ◽  
Experimental Group

The study aims to find out the effectiveness of I-Teach model to improve teachers’ professionalism in handling special-needs children in inclusive classes. This is the final part of a research and development project with the modification of its development stage by Sukmadinata (2017) to be a model testing stage. It explained the effectiveness of the I-Teach model through a true experimental design by classifying the control and experimental group. The subjects of the study were purposively selected, with a total of 24 inclusive teachers involved. The study signified the effectiveness of the I-Teach model in facilitating the improvement of teachers’ professionalism in managing inclusive classes. The effectiveness of the model has been confirmed through an Independent Sample T-Test between the control and experimental group, as sig = 0.000 < 0.05 and tcalc = -7.85 < -ttab = -2.074. The result of analysis confirmed the significance of the teachers’ professionalism at the experimental group compared to the control group. The study recommended the provision of trainings for all teachers to equip them with sufficient comprehension of inclusive education and special-needs children management, as part of the sustainable improvement of their professionalism.           Keywords: I-Teach Model, Teachers’ Profesionalism, Inclusive Education;

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