scholarly journals A Prática do Professor de Apoio na Escola Inclusiva: Sugestões para Aprimoramento

2021 ◽  
Vol 22 (4) ◽  
pp. 467-474
Author(s):  
Danielle Nunes Martins do Prado ◽  
Celia Regina Vitaliano ◽  
Isabel Rodrigues Sanches
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
School Context ◽  
Support Service ◽  
Special Educational Needs ◽  
Theoretical Contribution ◽  
Inclusion Process ◽  
Support Teacher ◽  
Education Support

ResumoA partir do movimento da inclusão escolar, os alunos com necessidades educacionais especiais (NEE) passam a frequentar o ensino regular nas classes comuns, paralelamente amplia-se a presença do professor de apoio à inclusão para atendê-los. Este artigo tem o objetivo de apresentar as sugestões relatadas por professores de apoio visando aprimorar o seu trabalho junto aos alunos com NEE para favorecer o processo de inclusão. O aporte teórico deste texto está sustentado pelos pressupostos da educação inclusiva, aliado com a análises de diversos estudos sobre o papel do professor de apoio no contexto da escola inclusiva. Participaram da pesquisa 67 professores desenvolvendo a função de apoio à inclusão. A coleta dos dados ocorreu por meio da aplicação de um questionário. Entre os resultados se destaca a necessidade de maior investimento na formação continuada para os professores de apoio à inclusão, juntamente com os professores regentes sobre o processo de inclusão dos alunos com NEE, bem como de se estabelecer um trabalho entre eles na perspectiva colaborativa, aliado aos demais profissionais internos e externos à escola e familiares. Palavras-chave: Educação Inclusiva. Serviço de Apoio. Trabalho Colaborativo. AbstractFrom the school inclusion movement, students with special educational needs (SEN) start to attend regular education in common classes, in parallel the presence of the inclusion support teacher is expanded to serve them. This article aims to present the suggestions reported by support teachers in order to improve their work with SEN students to favor the inclusion process. The theoretical contribution of this text is supported by the assumptions of inclusive education, combined with the analysis of several studies on the role of the support teacher in the inclusive school context. 67 teachers engaged the research, developing the role of supporting inclusion. Data collection occurred through the application of a questionnaire. Among the results, the need is highlighted for greater investment in continuing education for teachers to support inclusion together with the governing teachers on the inclusion process of SEN students, as well as establishing a work between them in a collaborative perspective, allied to other internal and external professionals at the school and family. Keywords: Inclusive Education. Support Service. Collaborative Work

scholarly journals Inclusive practices: the role of the support teacher

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 49
Author(s):  
Jesús Soldevila Pérez ◽  
Mila Naranjo Llanos ◽  
Joan Jordi Muntaner Guasp
Keyword(s):  
Inclusive Education ◽  
Functional Diversity ◽  
Special Education Teacher ◽  
Integrative Model ◽  
Inclusive Practices ◽  
Longitudinal Case Study ◽  
Social Emotional ◽  
Support Teacher ◽  
Buenas Prácticas

ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo. 

Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

2015 ◽  
Vol 18 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Boitumelo Mangope ◽  
Sourav Mukhopadhyay
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Continuing Professional Development ◽  
Mixed Method Research ◽  
Development Programs ◽  
Special Educational Needs ◽  
Depth Interview ◽  
Teachers Beliefs ◽  
Professional Development Training

Abstract The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in two educational administrative regions of Botswana. A mixed method research design was utilized to measure teachers' beliefs, current practices of professional development, training needs as well as modes of professional development programs to implement inclusive education. A three part, 25 item self - administered questionnaire was specially designed for this study. It was administered to all participants (N=86) who participated in a three-day workshop on inclusive education. In addition 12 teachers who had had experience in teaching learners with Special Educational Needs (SENs) were purposively selected for a follow-up one-on-one in-depth interview. Both quantitative and qualitative data were triangulated to write this report. Findings of the research suggest that although participants realized the importance of professional development for the implementation of inclusive education, they were of the opinion that ‘one-time workshops’ alone was not effective to change classroom practices. They highlighted the importance of ‘change processes’ therefore recommended ‘in-house mentorship’.

scholarly journals Promoting Inclusion in School Libraries

2021 ◽  
Author(s):  
Glória Bastos
Keyword(s):  
Social Inclusion ◽  
Special Educators ◽  
Collaborative Work ◽  
School Library ◽  
School Context ◽  
Self Esteem ◽  
School Libraries ◽  
Literacy Skills ◽  
Special Educational Needs ◽  
Information Literacy Skills

Several international documents explicitly point out the responsibility of libraries in supporting people with special needs, actively promoting social inclusion processes. In the school context, one of the challenges lies precisely on its ability to achieve that all students, regardless their differences and their specific needs, are able to succeed in their learning. In Portugal, the integration of students with special educational needs in regular schools brought new challenges to school libraries. In this paper we present some insights from some projects held in the SL. The results of these studies show that in general both teachers librarians and special educators are little aware of the important role that the school library can play with these students and that a collaborative work with the teacher librarian have positive impacts, both in increasing the self-esteem of students and developing their reading and information literacy skills.

scholarly journals Inclusive practices: the role of the support teacher

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 49 ◽  
Author(s):  
Jesús Soldevila Pérez ◽  
Mila Naranjo Llanos ◽  
Joan Jordi Muntaner Guasp
Keyword(s):  
Inclusive Education ◽  
Functional Diversity ◽  
Special Education Teacher ◽  
Integrative Model ◽  
Inclusive Practices ◽  
Longitudinal Case Study ◽  
Social Emotional ◽  
Support Teacher ◽  
Buenas Prácticas

ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo. 

scholarly journals FOREIGN ADAPTIVE TECHNICS FOR CREATION OF EDUCATIONAL ROUTE FOR EXCEPTIONAL LEARNERS IN CONDITIONS OF INCLUSIVE EDUCATION

2020 ◽  
pp. 138-145
Author(s):  
Юлия Владимировна Мельник
Keyword(s):  
Social Work ◽  
Inclusive Education ◽  
Special Educational Needs ◽  
Actual Problem ◽  
Educational Institute ◽  
Innovative Culture ◽  
Educational Path ◽  
Exceptional Learners ◽  
High Educational

Рассмотрена актуальная проблема адаптации маршрута обучения в соответствии с особыми образовательными потребностями лица, находящегося в условиях инклюзивного учебно-воспитательного континуума. Проанализированы зарубежные концепции возможной адаптации образовательного маршрута для нетипичных лиц: комбинаторно-сигнификационная трактовка создания индивидуальной образовательной траектории и теория адаптивного эмфатического дискурса как компонента целостного образовательного маршрута. Охарактеризована роль адекватных транслятивных техник передачи информации между всеми участниками инклюзивного обучения в вузе при формировании ими механизма сигнификации, предполагающего создание инновационной культуры принятия любых форм нетипичности. Раскрыто значение позитивной эмфатизации как ключевого условия для достижения нетипичным обучающимся положительных академических результатов и становления устойчивой траектории его социализации. Дано авторское понимание термина «нетипичность». Представлен рекомендательный перечень техник адаптации образовательного маршрута с точки зрения междисциплинарного подхода и выделения функциональной роли специалиста по социальной работе в данном процессе. Определены ключевые функции специалиста по социальной работе в ходе построения положительного эмотивного дискурса как ключевого элемента адаптации образовательного маршрута. The article deals with the actual problem of creation of adaptive educational route that is adequate to special educational needs of person who is in inclusive educational continuum. The author analyses the following foreign concepts of possible adaptation of educational route for exceptional persons: combinatorially-significated interpretation of creation of individual educational path and theory of adaptive emphatic discourse that is a component of holistic educational route. This research characterizes the role of adequate translative technics of communication between all participants of inclusive education in high educational institute in process of development of signified mechanism which implies creation of acceptance innovative culture in relation to any forms of exceptionality. The author clarifies importance of positive emphatization as a key condition for achievement of exceptional learner’s good academic results and development of his sustainable path of socialization as well as shows her own understanding of the term “exceptionality”. The article considers in the recommended range of adaptive technics for creation of educational route from the positions of multidisciplinary approach and description of specialist’s on social work functional role in this process. The author determines key specialist’s on social work functions in the process of creation of positive emphatic discourse, which is basic condition for successful adaptation of educational route.

Moving Toward Inclusive Education in Ethiopia Through Itinerant Teachers at Resource Centers

2021 ◽  
Author(s):  
Sulochini Pather ◽  
Aemiro Tadesse ◽  
Solomon Gizachew
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Ministry Of Education ◽  
Special Educational Needs ◽  
Policy Reforms ◽  
Negative Attitudes ◽  
Resource Center ◽  
Itinerant Teachers ◽  
Career Structure

In light of policy reforms in Ethiopia, which emphasize a more inclusive education system catering for children with disabilities and special needs, schools struggle to embrace this new concept in practice. The role of the itinerant teacher within a resource center model, to promote and support inclusive education in the Ethiopian context, is key. Their roles are new to the system and require a coordinating position at resource centers, supporting the assessment and support for children with special educational needs. Perceptions of itinerant teachers on a project in Ethiopia reveal that they are adequately qualified and envisage that mainstream schools become child-friendly and welcoming of children with disabilities. Barriers identified by itinerant teachers to achieving this vision relate to the lack of a career structure with a formal job description for itinerant teachers, negative attitudes of communities and teachers, and lack of capacity at the Ministry of Education to provide support and funding.

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 Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 31
Author(s):  
Mebrat Gedfie ◽  
Dawit Negassa
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Collaborative Work ◽  
Structured Interview ◽  
Educational Needs ◽  
Vital Role ◽  
Special Educational Needs ◽  
Resource Center ◽  
Trained Manpower ◽  
Document Review

The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.

scholarly journals Inclusive practices: the role of the support teacher

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 49
Author(s):  
Jesús Soldevila Pérez ◽  
Mila Naranjo Llanos ◽  
Joan Jordi Muntaner Guasp
Keyword(s):  
Inclusive Education ◽  
Functional Diversity ◽  
Special Education Teacher ◽  
Integrative Model ◽  
Inclusive Practices ◽  
Longitudinal Case Study ◽  
Social Emotional ◽  
Support Teacher ◽  
Buenas Prácticas

ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo. 

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

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