scholarly journals Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs

2022 ◽  
Author(s):  
Romana Oneț
Keyword(s):  
Human Rights ◽  
International Organizations ◽  
Regular Education ◽  
Educational Needs ◽  
Opinion Poll ◽  
Special Educational Needs ◽  
Mainstream Education ◽  
Learning Programs ◽  
Teaching Learning ◽  
Educational Inclusion

The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

Special educational needs must be identified and supported earlier

2019 ◽  
Vol 21 (6) ◽  
pp. 7-7 ◽  
Author(s):  
Jane Nolan
Keyword(s):  
Educational Needs ◽  
Early Years ◽  
Special Educational Needs ◽  
Complex Needs ◽  
Mainstream Education

As more children with complex needs find themselves in mainstream education, it is crucial that trusts and schools provide guidance for all early years professionals.

scholarly journals Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training

2020 ◽  
Vol 10 (11) ◽  
pp. 303 ◽  
Author(s):  
Miriam Diaz-Vega ◽  
Ricardo Moreno-Rodriguez ◽  
Jose Luis Lopez-Bastias
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Teaching Strategy ◽  
Educational Needs ◽  
Special Educational Needs ◽  
University Professors ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
Level Of Knowledge ◽  
Educational Inclusion

Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers’ self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened.

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych

2016 ◽  
Vol 33 (2) ◽  
pp. 0-0
Author(s):  
Iwona Myśliwczyk
Keyword(s):  
Young People ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Subjective Meaning ◽  
Personal Meanings ◽  
Educational Inclusion

In the field of education we observe many positive changes in equalising educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

scholarly journals Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

2021 ◽  
Vol 6 ◽  
pp. 43-57
Author(s):  
Zofia Pomirska
Keyword(s):  
Learning Environment ◽  
Educational Policy ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Legal Aspects ◽  
Special Educational Needs ◽  
Environment Friendly ◽  
Inclusive Approach ◽  
Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

scholarly journals MEETING CHILDREN’S SPECIAL EDUCATIONAL NEEDS IN SCHOOL. A LITHUANIAN CASE

2015 ◽  
Vol 2 ◽  
pp. 113
Author(s):  
Algirdas Alisauskas ◽  
Stefanija Alisauskiene ◽  
Lina Milteniene
Keyword(s):  
Qualitative Analysis ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Mainstream Education ◽  
Flexible Models

This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.

Educational Inclusion By Conviction

2020 ◽  
Vol 7 (12) ◽  
pp. 286-297
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Inclusive Education ◽  
Fundamental Principle ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Children And Young People ◽  
International Debate ◽  
Access And Quality ◽  
The Right ◽  
Educational Inclusion

Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been based on the idea that all children and young people have the right to a quality education with equivalent learning opportunities, regardless of their social and cultural background and their differences in skills and abilities (OIE -UNESCO, 20 08) .

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