scholarly journals INCLUSIVE EDUCATION IN ITALY

2017 ◽  
Vol 3 ◽  
pp. 136
Author(s):  
Vita Voitkāne
Keyword(s):  
Quality Assurance ◽  
Inclusive Education ◽  
Research Method ◽  
Integrative Learning ◽  
Education Policies ◽  
Special Needs Education ◽  
People’S Attitudes ◽  
Educational Staff ◽  
Inclusive Society

European member States implement Inclusive Education policies thus contributing to a sustainable, inclusive society, although each country is at a different stage in this process. Italy, one of the first countries to launch integrative learning, has set an example since the 1970s, although the quality of inclusive education is unpredictable due to many issues. Authors Cantoni and Panetta (2006) emphasize that, although the culture of integration in Italy exists, much needs to be done to improve the quality of inclusive education and at present new, innovative projects are exploring strategies to this effect, the results of which will lead to a national reform on Special Needs Education. The aim of this study is to learn about Italian solutions to inclusive education, the obstacles presented, results achieved and people's attitudes to inclusivity, by carrying out theoretical and empirical research using Action as Research method. A survey was carried out on pupils’ parents and educational staff, the results of which reveal a variety of existing issues around quality assurance in inclusive education. Consequently people's thoughts and attitudes towards inclusive education are divided, however the majority of people are in agreement that Inclusive education is the best solution for everyone concerned, pupils, parents and teachers. This research is in agreement with the the Salamanca Declaration (1994, IX) which states that inclusive education is an evolving process - not the end result.

Inclusivity in Higher Tourism Studies

2021 ◽  
pp. 300-312
Author(s):  
Almudena Barrientos-Báez ◽  
Eduardo Parra-López ◽  
José Alberto Martínez-González
Keyword(s):  
Inclusive Education ◽  
Academic Community ◽  
Tourism Industry ◽  
The People ◽  
Tourism Studies ◽  
European Education ◽  
Spanish Universities ◽  
Inclusive Society ◽  
The University

The university as an institution plays a key role in its role in improving the quality of life of people. On the other hand, education is shown as a fundamental pillar to achieving an ideal configuration of a heterogeneous, diversified, organized, and inclusive society. Teamwork and respect among the people who are part of the academic community are reflected in the development of the teaching units that make up the Teaching Guides adapted to the European Education Area. With this premise, the objective of this research is to establish the interrelationship between inclusive education in the university and the tourism industry. To this end, it will be analysed to what extent the Tourism Degree curriculum contains subjects related to inclusiveness, particularly with aspects such as disability and mobility. A thorough literature review on this field of study and the analysis of real cases of a sample of Spanish universities is carried out.

scholarly journals Creating a positive perception toward inclusive education with future-oriented thinking

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Kaede Maeda ◽  
Hirofumi Hashimoto ◽  
Kosuke Sato
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Functional Limitations ◽  
Educational Systems ◽  
Positive Attitudes ◽  
Special Needs Education ◽  
Segregated Model ◽  
Inclusive Society ◽  
Inclusive Form

Abstract Objective The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations. Results Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.

THE REALITY OF QUALITY OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT PRIMARY EDUCATION LEVEL FOLLOWING THE QUALITY ASSURANCE APPROACH IN VIETNAM

2020 ◽  
Vol 65 (12) ◽  
pp. 106-118
Author(s):  
Hai Nguyen Xuan
Keyword(s):  
Quality Assurance ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Education Level ◽  
Quality Factors ◽  
Community Members ◽  
School Teachers ◽  
Education Process

Quality and quality assurance of inclusive education in general as well as in primary education level have been paid attentions by scientists, school teachers, parents of students with disabilities and community members. Doing research this issue in order to draw an overall picture of reality and to have bases for the future actions taken for improving the quality of inclusive education following the quality assurance approach has an important meanings. The contents of papepr reflects a research results by the author on this issue which follows the quality assurance approach as for the quality which is considered an overall quality or the quality combination by all the quality factors of inclusive education process in school and manifested by the development results of students with disabilities

Inclusive and Special Education in Africa

2020 ◽  
Author(s):  
Mirna Nel
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Policies ◽  
African Countries ◽  
Persons With Disabilities ◽  
Special Needs Education ◽  
African Context

Africa is associated with Ubuntu values such as inclusiveness and treating others with fairness and human dignity. Such values align with human rights and social justice principles and are also integral to a social approach to inclusive education. However, there are several contextual and interconnected dynamics—environmental, cultural, and systemic—which impact on education systems and must be acknowledged when considering inclusive and special education. Several global developments have been endorsed and ratified by most African countries, such as the Education for All campaign, the Salamanca Statement and Framework for Action on Special Needs Education, the Millennium Development Goals, Sustainable Development Goal (SDG) 4, the Education 2030 Incheon Declaration and Framework for Action for the implementation of the SDG 4 framework, and the Convention on the Rights of Persons with Disabilities. Furthermore, due to an African renaissance in the building of human capital since the 19th century, education policies and practices are also transforming to address the specific needs of the African context. Human rights and social justice are sanctioned as basic principles of education by the majority of African countries. Great strides have consequently been made in the development of education policies to address the inclusive education drive. However, the emphasis in these education policies seems to be on integrating students with special needs or disabilities into public education, mainly by placing them in separate units or classes attached to mainstream schools, or in special schools. It is therefore essential that, within the Ubuntu approach of everyone belonging to a greater community, both local communities and wider society make a commitment wherein interactive political, cultural, social, environmental, and systemic dynamics influencing learning, as well as causing learning breakdown, are acknowledged and addressed. A focus on the individual child as a problem to be remediated and segregated from mainstream society and education should therefore be rejected. Consequently, The education community (including governments, education departments, local education offices, schools, teachers, parents, and learners) must regularly come together to reflect and develop in-depth understanding of the philosophy, theory, terminology, and practice of inclusive education within the African context, which should then reflect in specific developed policies and consequent practices.

Quality Assurance in Australian Hospitals: How Far Does it Go?

1988 ◽  
Vol 18 (3) ◽  
pp. 97-101
Author(s):  
Manoa Renwick
Keyword(s):  
Quality Assurance ◽  
Quality Of Care ◽  
Medical Record ◽  
Research Method ◽  
Active Role ◽  
Research Strategy ◽  
Australian Institute ◽  
Hospital Patients ◽  
Acute Hospitals

The Australian Institute of Health (AIH) surveyed all acute hospitals in Australia to discover the extent of quality assurance (QA) activities, the types of programs being run and the processes being used. This paper explains the Institute's research strategy and puts the survey into the context of QA in Australia today. It describes the research method, identifies sources of bias, and presents some of the results. These show that medical record administrators (MRAs) play an active role in QA by coordinating hospital programs, by implementing individual reviews of their own departments, and by servicing other departmental reviews. The results pertaining to the extent and nature of QA are discussed and it is concluded that there seems to be some review of the quality of care for the majority of hospital patients. The effectiveness of that review, and whether or not it is quality assurance, still has to be investigated. (AMRJ 1988, 18(3), 97–101).

scholarly journals Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia

2020 ◽  
Vol 7 (1) ◽  
pp. 184
Author(s):  
Jaffer Lola Dano ◽  
Aminu Jibril Arfasa
Keyword(s):  
Primary School ◽  
Training Program ◽  
Inclusive Education ◽  
Quantitative Research ◽  
School Principals ◽  
Quality Of Teaching ◽  
Special Needs Education ◽  
Primary School Principals ◽  
Service Training

The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample.  To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

scholarly journals THE USE OF GOOGLE FORMS IN THE IMPLEMENTATION OF THE QUALITY ASSURANCE SYSTEMS IN VALIDATING ORGANIZATIONS

2019 ◽  
Vol 32 (1) ◽  
pp. 87-90
Author(s):  
Boryana Dimitrova
Keyword(s):  
Quality Assurance ◽  
Quality Management ◽  
Management System ◽  
Quality Management System ◽  
Management Systems ◽  
Education Policies ◽  
Quality Management Systems ◽  
The Sustainable Development ◽  
Self Study

Lifelong learning is one of the major challenges that education systems and education policies of the EU countries are facing at present. More and more people around the world are aware that their studies do not end with their high school or university graduation. They continue to educate themselves afterward via different opportunities - courses in private schools or vocational training centers, evening or extra-curricular training at high schools, self-study and more.A major problem of non-formal and informal learning is its quality. Employers need staff who can meet the quality standards established in their country or internationally. Given this, it is necessary to build systems for validation of the results of previous learning and to ensure the quality of these validation systems. It is, therefore, necessary to establish and implement validation quality assurance systems. The main purpose of this VQA system is to ensure a high quality of the validation process.Each validation quality assurance system should be integrated into the overall quality management system of the validating organization, which is part of its management system.Updating organizational management systems through the introduction and improvement of quality management systems is a basic necessity for all organizations, no matter their size. The adoption and operation of a quality management system should be considered a top priority in the management strategy of any organization seeking to increase its effectiveness. The sustainable development of every institution or company requires quality assurance.Essential activity related to these systems is surveying the opinion of two groups of people – the candidates for validation and their employers. To make the survey process more effective and efficient, it is appropriate to ask the question, "Are there modern technologies to make it easier?". The answer is, "Yes, of course – clickers, online polls and others."This paper considers the implementation of Google Forms as one such technology alternative for the facilitation of the survey process. The functionalities of the Internet-based software and the advantages of its use and the ways of dissemination of the surveys are explained. The alternatives for conducting the survey process by the indicated forms are discussed.

RESEARCH TRENDS OF QUALITY ASSURANCE IN ISLAMIC EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 22-32
Author(s):  
Dindin Nasrudin ◽  
Chaerul Rochman ◽  
Dedi Kuntadi ◽  
Dindin Jamaluddin
Keyword(s):  
Quality Assurance ◽  
Research Method ◽  
Field Research ◽  
Research Trends ◽  
Islamic Education ◽  
Publish Or Perish ◽  
Analysis Process ◽  
Keywords Quality Assurance ◽  
Scopus Database

Quality Assurance (QA) has an important role in improving the quality of Islamic Education. This study aims to reveal the trend of QA research in Islamic Education based on the research results of the last 20 years (2000-2021) from the Scopus database and the last 5 years from the Google Scholar (GS) database. The research method used was bibliometric analysis. Search articles using Publish or Perish (PoP) software using the keywords “Quality Assurance in Education” from the Scopus database and “Quality Assurance” AND “Islamic Education” from the GS database. The number of papers collected from the Scopus database was 68, which the paper selected to 28. From the GS database, 981 papers were selected to be 39, so that the total number of papers analyzed was 67. The analysis process used the Mendeley reference management software, which was visualized by the VOSviewer software. Overall, this study shows the most influential authors in the QA field, research trends, and research opportunities in the field of Quality Assurance in Islamic Education

scholarly journals MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

2020 ◽  
Vol 1 ◽  
pp. 90
Author(s):  
Caroline Becker ◽  
Alexandre Guilherme Anselmo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Medical Model ◽  
Social Model ◽  
Special Needs Education ◽  
The Social ◽  
History Of ◽  
Education Medical ◽  
The Subject ◽  
Inclusive Society

Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.

Sign in / Sign up

Export Citation Format

Share Document