scholarly journals The Special School as ‘Natural Habitat’? On the Persistence of Segregated Education of Students With Intellectual Disabilities

2021 ◽  
Vol 4 (11) ◽  
Author(s):  
Tobias Buchner
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Natural Habitat ◽  
Rapid Expansion ◽  
Special Schools ◽  
Integrated Education ◽  
Students With Intellectual Disabilities ◽  
1960S And 1970S ◽  
Education Of Students ◽  
Segregated Education

In this essay, I explore the reasons behind the persistence of segregated education of students with intellectual disabilities in Austria. Doing so, I critically interrogate three phases of the Austrian education system concerning the role of students with intellectual disabilities: (1) The rapid expansion of special schools in the 1960s and 1970s, (2) the rise of integrated education in the 1980s and 1990s and (3) the last two decades, which were characterized by budget cuts, school accountability policies and failed efforts to further the implementation of inclusive education.

Special Education and Integrated Education in Hong Kong

2020 ◽  
Author(s):  
Fuk-chuen Ho ◽  
Cici Sze-ching Lam
Keyword(s):  
Hong Kong ◽  
Special Educational Needs ◽  
Total Change ◽  
Special Schools ◽  
Integrated Education ◽  
Diverse Range ◽  
Track System ◽  
The Individual ◽  
Education Of Students ◽  
To Receive

Hong Kong has adopted a dual-track system of the education for students with special educational needs (SEN). The system provides a diverse school education to cater to the individual needs of students. In principle, students with SEN are encouraged to receive education in ordinary schools as far as possible. Students with severe SEN or multiple disabilities, however, can be referred to special schools for intensive support services upon the recommendation of specialists and with parents’ consent. Before the launch of the pilot scheme of integrated education in 1998, students with SEN were mostly placed in special schools. The change from a mono-track system to a dual-track system caused concerns for teachers in ordinary schools. This is because integrated education is more than placing students with SEN in ordinary classrooms. It involves a total change in the way schools and teachers operate. Teachers require the skills and background knowledge to support a diverse range of students in the classroom through ordinary classroom practices, and the ability to meet the needs of every student as an individual. In Hong Kong, most teachers have particular concerns about the short duration of training in professional development, the difficulties in the design of the curriculum and assessment differentiation under the three-tier support system, the practice of collaboration among different teaching teams, and the change of administrators’ perceptions on the education of students with SEN. The central authority and the school community should work collaboratively to deal with these pressing difficulties.

scholarly journals ИНТЕРДИСЦИПЛИНАРНОЕ МОДЕЛИРОВАНИЕ ДЛЯ ИЗУЧЕНИЯ МАТЕМАТИЧЕСКИХ ДРОБЕЙ В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ

2021 ◽  
pp. 61-76
Author(s):  
Maria Karaivanova
Keyword(s):  
Mathematical Modeling ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Students With Intellectual Disabilities

It describes the necessity of development ofeducational content in inclusive education. The integration of heterogeneous educationalcontent through elementary mathematical modeling is presented as a tool of defining content cores to standardize the levels of preparation in affiliated education. Such a plan examines the study of „Fractions” through mathematical modeling in music. The educational results of students with intellectual disabilities who participated in the research are presented.

Sign in / Sign up

Export Citation Format

Share Document