scholarly journals Quality of Inclusive Educational System for Work with Students with Autism Different Needs in Italy

2015 ◽  
Vol 3 ◽  
pp. 171
Author(s):  
Vita Voitkāne
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School System ◽  
Avant Garde ◽  
Students With Autism ◽  
New Challenges ◽  
General School ◽  
Insight Into

The need for realization of inclusive education, which is the basis of a sustainable education, will require new challenges in the Education System. The system used in Italy can be used as an example. Italy passed avant-garde laws concerning the integration and inclusion of special needs students into the general school system already more than thirty years ago, in the 1970s. However, even after all this time and experience, there are still unresolved problems, which testifies to the complexities of the matter. This research offers an insight into the quality of the existing Italian inclusive education system specifically in relation to students with autism. Thereby it hopes to provide educators in Latvia with food for thought about this currently important topic.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

2021 ◽  
Vol LXXXII (5) ◽  
pp. 370-386
Author(s):  
Monika Gałkowska ◽  
Katarzyna Kruś-Kubaszewska
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School Education ◽  
Final Decision ◽  
Child Relationship ◽  
Stressful Experience ◽  
Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

Model Kajian Pesantren: Studi Kritis terhadap Buku Dinamika Sistem Pendidikan Pesantren karya Mastuhu

1970 ◽  
Vol 11 (3) ◽  
pp. 408-421
Author(s):  
Fauzi Fauzi
Keyword(s):  
Educational System ◽  
Education System ◽  
Human Life ◽  
Great Contribution ◽  
Basic Study ◽  
Work Content ◽  
Study Approach ◽  
Cultural Aspect ◽  
Religious Aspect

As typical Indonesian education institute, pesantren with all its component, tradition, culture, and uniqueness have drawn attention many expert and researchers. Pesantren existence has given great contribution to enhancement of the quality of human life. Many role have been played by pesantren; in social, political, economics, cultural aspect; and of course religious aspect which its basic study. These realities in turn have invited the attention of many circles to continuously examine, checking, or studying dynamics, growth, and also existence of pesantren. Among the study result is Mastuhu’s research: Dynamics of System of Education Pesantren, a Study about Element and Value of Pesantren Educational System. With this masterpiece, Mastuhu trying to promote the form of study pesantren which do not merely touching manifest (visible) aspect, but trying to find the values which is consisted inside that manifest; so can found positive, negative, and plus-minus items from pesantren’s education which need and needn’t to be developed in national’s education system. Through this article, the writer will express the work content from a perspective of its study approach.

scholarly journals The Italian Leadership on Inclusive Education: Myth or Reality?

2021 ◽  
Vol 9 (2) ◽  
pp. 1241-1263
Author(s):  
Francesco Marsili ◽  
Annalisa Morganti ◽  
Alessia Signorelli
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Educational Policies ◽  
Special Educational Needs ◽  
Evaluation Tools ◽  
Beliefs And Practices ◽  
Learning Practices ◽  
Inclusive Processes ◽  
Teaching Learning

Abstract: Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.

scholarly journals FACTORS RESTRAINING GROWTH OF THE QUALITY OF HIGHER EDUCATION

2018 ◽  
pp. 30-38
Author(s):  
Tatiana Vladimirovna Zak
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Management System ◽  
Academic Staff ◽  
Educational Process ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
State Examination

In recent years, the system of higher education has undergone significant changes affecting the most important spheres of university activities: management of the educational process, its organization, which significantly changes the attitudes, incentives, motives and value system of the academic staff. In a number of cases, as a result of reforming the management system there are created special conditions that affect the quality of educational services. The task of investigating the consequences of the ongoing reforms is being actualized in order to identify the main factors that restrain the growth of quality. To solve this problem there has been made comparative analysis of the quality of higher education in Russia and abroad. Significant reserves of its growth in Russia have been revealed. There had been proposed a classification based on the scope of action: factors that operate within the educational system, but are external to the higher education; factors that are external to the educational system as a whole; factors acting within the system of higher education. The most significant external factor for the educational system is the low innovative potential of the economy, underestimation of the quality of education by business, which determines the aim of the majority of students not to build up human capital, but to obtain a diploma with minimal expenses. The factors intrinsic to the educational system, but external to the higher education system, include the lack of interest and unpreparedness of school teachers for working with gifted students, which is primarily due to the use of the results of the General State Examination and Unified State Examination for evaluating their work . The main negative factor operating within the higher education system is the distortion of teachers' incentives, the increase of their opportunistic behavior caused by the transition to a new management system for higher education organizations.

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 Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society

2020 ◽  
Vol 11 (2) ◽  
pp. 308-329
Author(s):  
Zidniyati Zidniyati
Keyword(s):  
Developing Countries ◽  
Elementary Schools ◽  
Inclusive Education ◽  
Education System ◽  
School System ◽  
School Level ◽  
Community Environment ◽  
Inclusive School ◽  
Inclusive Society ◽  
The Relationship

This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

scholarly journals Children with Special Educational Needs and Their Inclusion in the Educational System: Pedagogical and Psychological Aspects

2016 ◽  
Vol 8 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Anda Kauliņa ◽  
Daina Voita ◽  
Irēna Trubina ◽  
Toms Voits
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Educational Needs ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
Education Professionals ◽  
Analysis And Evaluation ◽  
Teachers And Parents ◽  
Education Opportunity

Abstract One of the measures of the quality of education system is equal access to the education opportunity to enable learning for everyone. In the recent years, multiple conventions, declarations, announcements and resolutions regarding inclusive education have been approved internationally and included in the Latvian law of education. Nevertheless, even with the abundant amount of data and previous research results, the introduction and provision of inclusive education in practice has been controversial. The main focus has been placed on child inclusion within the educational system, but support for teachers and parents or legal guardians has not always been sufficient. For inclusive education to be truly successful, all involved parties should be receiving adequate support. Aim of the present study: analysis and evaluation of the present state of inclusive education framework and its success within the Latvian educational system. Materials and methods: literature review, survey. Conclusions: Inclusion of children with special educational needs in the inclusive education framework is a complicated pedagogical and psychological process requiring a specific attitude and preparedness of the education professionals, school staff, parents, children and society as a whole.

scholarly journals Features of mentoring in an inclusive environment: content and types

2020 ◽  
Author(s):  
В.В. Державина
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Research Methodology ◽  
Children With Disabilities ◽  
Educational Practice ◽  
Qualified Personnel ◽  
Wide Range ◽  
Emotional Burnout ◽  
Oriented Approach

. Повышение качества инклюзивного образования невозможно без трансформации существующей системы. Недостаток квалифицированных кадров в данной сфере и отсутствие личностно-ориентированного подхода к детям с ОВЗ предлагается решить за счет наставнической деятельности. Цель статьи заключается в исследовании особенностей наставнической деятельности в современной образовательной практике инклюзивного образования. В качестве методологии исследования при выявлении особенностей и видов наставничества в инклюзивной среде автором статьи осуществлены анализ и синтез существующих теорий и образовательных практик в наставнической и инклюзивной деятельности. Учитывая факторы быстрого эмоционального выгорания начинающих педагогов инклюзивного образования, автором предложены такие виды наставничества, как социально-воспитательное и учебно-методическое наставничество. Необходимость выделения данных видов наставничества продиктована особенностями существующей образовательной системы. Социально-воспитательное наставничество призвано раскрыть особенности инклюзивной среды, подготовить молодого педагога к работе в рамках усложнения дефектов детей с ОВЗ. Учебно-методическое наставничество направлено на нормативно-правовые, методико-дидактические аспекты преподавательской деятельности. Цель данного типа наставничества в осознании педагогом структуры нарушения ребенка с инвалидностью и в создании, исходя из этого, специальных условий. Статья предназначена для педагогов, работающих в рамках инклюзивного образования, учителей-дефектологов; она актуальна для широкого круга лиц. Improving the quality of inclusive education is impossible without transforming the existing system. The lack of qualified personnel in this field and the lack of a person-oriented approach to children with disabilities are proposed to be solved through mentoring. The purpose of the article is to study the features of mentoring in the modern educational practice of inclusive education. As a research methodology for identifying the features and types of mentoring in an inclusive environment, the author analyzes and synthesizes the existing theories and educational practices in mentoring and inclusive activities. Taking into account the factors of rapid emotional burnout of novice teachers of inclusive education, the author suggests such types of mentoring as social and educational and methodological mentoring. The need to identify these types of mentoring is caused by the features of the existing educational system. Social and educational mentoring is designed to reveal the features of an inclusive environment, prepare the young to work in the framework of complicating the defects of children with disabilities. Educational mentoring is aimed at regulatory, methodological and didactic aspects of teaching. The purpose of this type of mentoring is to make the teacher aware of the structure of the violation of a child with a disability and to create special conditions based on this. The article is intended for teachers working in the framework of inclusive education, teachers-defectologists and is relevant for a wide range of people.

scholarly journals Learning Organization, Mewujudkan Sekolah Unggul oleh Manusia Pembelajar di Lingkungan Pembelajar

2019 ◽  
Vol 2 (2) ◽  
pp. 222
Author(s):  
Syamsul Hadi HM ◽  
Muhammad Masyhuri ◽  
Nur Hafid
Keyword(s):  
Learning Environment ◽  
Human Resources ◽  
Learning Organization ◽  
Educational System ◽  
Education System ◽  
Effective School ◽  
Learning Society

The low quality of our human resources reflects the low quality of our education system that produces the human resources. We have to reconstruct our educational system. Our educational system we will construct, must be able to build human resources comprehensively, in which the society goes to the learning society and the environment where the society does their activities goes to learning environment. It will be realized by developing Learning Organization. In Learning Organization, the organization supports individuals to keep on learning and enrich their capability as learning society. The actualization of Learning Organization in the learning environment, where all school components interact each other integratedly and each school component functions optimally, so they impulse effectively to the realization of effective school.

scholarly journals Quality Assurance in Nigeria’s Education System: Prospect and Challenges

2021 ◽  
Vol 1 (2) ◽  
pp. 76-83
Author(s):  
Yunusa Dangara Usman ◽  
Madudili Geraldine Chinyere
Keyword(s):  
Quality Assurance ◽  
Data Analysis ◽  
Learning Environment ◽  
Educational System ◽  
Education System ◽  
Secondary Data ◽  
Education Sector ◽  
Analysis Methodology ◽  
Regular Training

The study was conducted with the aim of establishing the relevance and challenges affecting quality assurance in Nigerian education system. Secondary data analysis methodology was adopted for the study. To easily achieve the objectives, the concept of quality assurance, strategies for building quality assurance into the education system and parameters for measuring quality assurance and challenges were discussed. The study identified some challenges affecting quality assurance to include shortage of funds, insecurity, policy inconsistency, and lack of regular training of staff etc. The paper concludes that since the essence of education is to make an individual useful quality assurance strategies should be monitored and evaluated   on regular basis in order to improve the quality of the educational system in Nigeria. The study therefore recommends amongst others improved funding of the education sector, regular training and retraining of staff and provision of adequate security for learning environment in the country as a way forward.

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