scholarly journals Managers’ challenges on implementing inclusive education

2020 ◽  
Vol 15 (6) ◽  
pp. 1508-1518
Author(s):  
Nosiphiwo Ethel Delubom ◽  
Newlin Marongwe ◽  
Andrea Mqondiso Buka
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Vocational Education And Training ◽  
Research Approach ◽  
Access To Education ◽  
Sampled Data ◽  
Family Structures ◽  
Language Disabilities ◽  
The Right ◽  
Support Students

Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study.  Two TVET colleges were conveniently selected with ten participants being purposively sampled.  Data was collected through interviews, observations and document analysis.  Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students.   Keywords: accessibility, disabilities , implementation , inclusivity ; rights

Inclusion and Universal Design for Learning in Italian Schools

2018 ◽  
pp. 559-566
Author(s):  
Paola Aiello ◽  
Diana Carmela Di Gennaro ◽  
Carmen Palumbo ◽  
Iolanda Zollo ◽  
Maurizio Sibilio
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Right To Education ◽  
Educational Pathways ◽  
Design For Learning ◽  
The Right ◽  
Support Students ◽  
Educational Field

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

Inclusion and Universal Design for Learning in Italian Schools

2014 ◽  
Vol 5 (2) ◽  
pp. 59-68
Author(s):  
Paola Aiello ◽  
Diana Carmela Di Gennaro ◽  
Carmen Palumbo ◽  
Iolanda Zollo ◽  
Maurizio Sibilio
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Right To Education ◽  
Educational Pathways ◽  
Design For Learning ◽  
The Right ◽  
Support Students ◽  
Educational Field

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

Inclusive Approach to Education for Children With Disabilities

2020 ◽  
Vol 3 (1) ◽  
pp. 121-139
Author(s):  
Shekh Farid ◽  
Mamata Mostari
Keyword(s):  
Students With Disabilities ◽  
International Development ◽  
Inclusive Education ◽  
Education Program ◽  
Unit Group ◽  
Research Approach ◽  
Persons With Disabilities ◽  
Development Organization ◽  
Inclusive Approach ◽  
Inclusive Policy

BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals THE ROLE OF THE TEACHER IN THE APPLICATION OF INCLUSIVE TEACHING OF THE SUBJECT NATURE AND SOCIETY IN REGULAR CLASSES

2020 ◽  
pp. 169
Author(s):  
Ljiljana Mitić ◽  
Ana Drobac
Keyword(s):  
Students With Disabilities ◽  
Education For All ◽  
Access To Education ◽  
The Subject ◽  
Inclusive Teaching ◽  
Teaching Learning ◽  
The Right ◽  
Nature And Society ◽  
Regular Classes

The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement.

scholarly journals A INCLUSÃO ESCOLAR DE JOVENS E ADULTOS COM DEFICIÊNCIAS: AÇÕES GESTORAS NECESSÁRIAS

2018 ◽  
Vol 11 (3) ◽  
pp. 506
Author(s):  
Julimar Santiago Rocha ◽  
Antonio Amorim ◽  
Maria Da Conceição Alves Ferreira ◽  
Mariana Moraes Lopes
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
National Policy ◽  
School Management ◽  
Management Team ◽  
Inclusive School ◽  
Municipal Schools ◽  
Multiple Case ◽  
The Right

We are living today the challenge of instrumentalizing schools in a way that meets all the subjects respecting diversity. It is up to school management to work collectively to consolidate public educational policies that ensure the right to education for all. Managing actions become even more necessary when we perceive the increase of students with disabilities who reach the Youth and Adult Education Mode, leading us to understand the role of the management team in the construction of an inclusive school. The objective was to analyze the planning of actions of the school that contemplates the realization of the national policy of special education with focus on the execution and evaluation of these actions. Through of a qualitative approach and study of multiple case, in two municipal schools in Salvador, involving 16 subjects, we investigated if the official documents of the school contemplate actions that aim the inclusion of the person with disability in the EJA and how the management team manages the resources for the reach of them. The research reveals the need to redefine the internal performance of the manager, to achieve bigger articulation between the school management and the municipal secretaria for the implementation of an inclusive education in the EJA.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

scholarly journals On the constitutional legal consolidation of the principles of egalitarian education in Russia and Finland

2021 ◽  
pp. 36-47
Author(s):  
Mariya Riekkinen
Keyword(s):  
Public Education ◽  
Access To Education ◽  
Legal Analysis ◽  
National Education ◽  
Legal Principles ◽  
The Social ◽  
National Education Systems ◽  
The Right ◽  
Equality In Education ◽  
Support Students

This article carries out a comparative legal analysis of the constitutional legal consolidation of the principles of egalitarian education in Russia and Finland. The majority of national education systems represent the so-called hybrid systems, in which egalitarian foundations coexist with certainty elitist elements. First and foremost, it is associated with the need to ensure practical orientation of education for maintaining competitiveness of the countries that are capable of inventing innovative technologies. The achievement of humanistic goals of education remains important. Articulating the problem of whether to allocate budgetary funds to support students with outstanding talent, or rather support those experiencing difficulties with access to education. The object of this research is the legal relations in the area of exercising the right to basic public education. The author’s special contribution consists in articulation of the problem of clarifying the social effectiveness of egalitarian and elitist models of education on the example of legislation of Russia and Finland. Leaning on the conceptual and international legal principles of equality in education, a comparative legal analysis is conducted on the constitutional legal consolidation of equal opportunities in receiving basic public education in Russia and Finland. It is noted that the differences in the structure of education system, mostly egalitarian in Finland and rather elitist in Russia, depend not only on the availability of resources, but also on the political choice of the past, present and oriented towards the future.

scholarly journals BUILDING A MORE EQUITABLE SOCIETY, THROUGH INCLUSIVE EDUCATION AND THE SUCCESSFUL TEACHER WORK

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dorina Qirjako Gjikoka
Keyword(s):  
Inclusive Education ◽  
Young Person ◽  
Quality Education ◽  
Learning Needs ◽  
Access To Education ◽  
Group Instruction ◽  
Human Rights Treaties ◽  
Unesco Convention ◽  
Teacher Work ◽  
The Right

If the right to education for all is to become a reality, all learners must have access to quality education that meets basic learning needs and enriches lives. The UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the basis of socially ascribed or perceived differences, such as gender, sexuality, ethnicity, language, religion, nationality, economic condition and/or ability. Education should not be simply about making schools available for those who are already able to access them. Instead, it is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access equal opportunities for quality education, as well as in removing those barriers and obstacles that lead 49 to marginalization and exclusion. Education systems should be made inclusive and equitable; that is, every child and young person should have access to education that is welcoming and responsive to his or her characteristics and needs (UNESCO, 2012). Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs retouching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. The existing research does indicate, however, that well-designed classroom testing programs bear a positive relationship to later student achievement.

scholarly journals Inclusive education in Italy: Historical steps, positive developments, and challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 249-263
Author(s):  
Dario Ianes ◽  
Heidrun Demo ◽  
Silvia Dell’Anna
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Medical Model ◽  
Monitoring And Evaluation ◽  
Positive Outcomes ◽  
Special Educational Needs ◽  
School Practices ◽  
Medical Model Of Disability ◽  
The Right

AbstractThe Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positive outcomes and ongoing challenges, especially those which could be of interest for international readers. The article is structured around three relevant themes: the persistent influence of an individual-medical model of disability on school practices; support opportunities and additional resources for inclusion; and monitoring and evaluation mechanisms and their role in the improvement of the quality of inclusion.

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