Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program

2015 ◽  
Vol 14 (3) ◽  
pp. 375-388 ◽  
Author(s):  
Ariana Garrote ◽  
Rachel Sermier Dessemontet
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Participation ◽  
Intervention Program ◽  
Special Educational Needs ◽  
Regular Group ◽  
The Social ◽  
The Individual ◽  
Socially Excluded ◽  
General Education Classrooms

Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child’s social participation. This article reviews skill-based, environment-based, and multicomponent interventions promoting the social participation of children with SEN included in general education classrooms. It then describes a multicomponent intervention program encompassing intervention strategies taking place at the individual, group, and teacher level. A first strategy is to provide pupils with opportunities to learn social skills in peer learning dyads. A second aims at forging a common group identity by holding regular group meetings to discuss common social goals. A third consists of supporting teachers to improve their feedback.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Inclusion of Tallented Children (Pupils) In the Current Czech Education System

2020 ◽  
Vol 12 (1) ◽  
pp. 54-68
Author(s):  
Lenka Gulová ◽  
Stanislav Střelec
Keyword(s):  
Inclusive Education ◽  
Special Educational Needs ◽  
Cognitive Dimension ◽  
The Czech Republic ◽  
The Social ◽  
Intellectual Abilities ◽  
The Status ◽  
The Individual ◽  
Educational Potential ◽  
Insight Into

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

scholarly journals The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions

2021 ◽  
Vol 6 ◽  
Author(s):  
Susanne Schwab ◽  
Mike Lehofer ◽  
Norbert Tanzer
Keyword(s):  
Social Behavior ◽  
Social Participation ◽  
Peer Interactions ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
Attitudes Toward Students ◽  
Socially Excluded ◽  
The Impact

According to the literature, social participation (e.g., peer interactions) of students diagnosed with special educational needs (SEN) has to be focused upon as they are at a higher risk of being socially excluded compared to students without SEN. Research has pointed out that social participation of students with SEN is influenced by their own social behavior as well as the attitudes of peers with no SEN toward them. The present study assessed the impact of the social behavior of students diagnosed with SEN (n = 88; 48 boys and 40 girls) as well as that of the attitudes of their peers without SEN (n = 227; 139 boys and 153 girls) toward them on the social participation. Results indicated that students without SEN were less likely to interact with their classmates with SEN. Peer interactions of students with SEN were not significantly influenced by their own social behavior.

scholarly journals INCLUSIVE EDUCATION IN BULGARIA: SUCCESSES AND CHALLENGES

2019 ◽  
Vol 30 (2) ◽  
pp. 321-326
Author(s):  
Natalia Georgieva
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
Decisive Role ◽  
Educational Process ◽  
Special Educational Needs ◽  
Individual Needs ◽  
The Individual ◽  
The Impact ◽  
Successes And Challenges

The report is a brief overview of changes in education in Bulgaria after entry of the Pre-school and School Education Act, with regard to inclusive education. The emphasis is on the positive impact of the inclusion process on children and students. It focuses on the changes: from social and educational isolation through highlighting the variety of differences and individual educational features and needs of children and pupils to build inclusive policies in Bulgarian education. In recent years, inclusive education in Bulgaria has been successful, but has faced many challenges. Despite the changes, there are still different attitudes and stereotypes in the social society, including parents and a large number of pedagogical specialists working in general education schools. In separate chapters, the successes and challenges of inclusive education, in particular in the general and the additional support for the personal development of children/pupils in Bulgaria, have been analyzed. Attention is focused on the subjects of inclusive education - schoolchildren and students in the kindergarten and the individual needs of each. What are the facilities that pupils with special educational needs could benefit from during their education. The main elements of standard formal education are considered and compared with the principles of inclusive education and the need to adapt curricula to the individual pupils' individual pace. It is not limited school or kinder garden to develop a curriculum and apply a unified approach in the educational process to all children/pupils. The development and implementation should be complied with the individual needs of particular pupils and the opportunity to study in forms of education different from daily / individual, combined, independent/. The topic of specialists and teachers working in the educational system in Bulgaria, the need to acquire new necessary competences, which would increase their sensitivity to differences, is very briefly affected. The report focuses on parents' participation in the education of their children, the impact on their motivation, and the relevance to learning achievements. Accepting the fact that their children are educated in a class/group with children/pupils with learning needs. The role of the family and the community in coping with violence in schools and solving problems with discipline. And last but not least, the crucial importance and decisive role in the process of inclusive education of the school principals of, on which depends the creation of the necessary conditions for the process of inclusion.

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

scholarly journals Podwójne życie tłumacza

1970 ◽  
Vol 9 (1) ◽  
Author(s):  
Monika Gawlak
Keyword(s):  
Moral Development ◽  
Social Participation ◽  
Pierre Bourdieu ◽  
Literary Translation ◽  
Social Dimension ◽  
Literary Field ◽  
Social Field ◽  
The Social ◽  
The Individual ◽  
Methodological Considerations

Translator’s Double LifeThe manner of functioning of South Slavic literature translators in the social field is presented in the article as a case of “multiplied social participation”, participation in the “game”, which they treat as an incentive for cultural, intellectual and moral development in the individual and social dimension. Methodological considerations on the translation presented in the article are based on the concepts of Barnard Lahire, Pierre Bourdieu, and Roger Caillois.KEY WORDS: Bernard Lahire, Pierre Bourdieu, literary field, game, Roger Caillois, literary translation

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

Features of pedagogical prevention of deviant behavior among young adolescents

2021 ◽  
pp. 96-100
Author(s):  
Sabina S. Masimova
Keyword(s):  
General Education ◽  
Achievement Motivation ◽  
Deviant Behavior ◽  
Healthy Lifestyle ◽  
Significant Variable ◽  
Illegal Behavior ◽  
Role Of The State ◽  
Variable Activity ◽  
The Social ◽  
The Individual

We consider the main prevention forms of deviant behavior of younger adolescents in general education organizations. The features of different types of prevention of deviant behavior of the individual are revealed. The model of preventive work with adolescents is possible with a number of conditions: teaching adolescents social skills, creating situations for changing the behavior of adolescents, organizing successful socially significant variable activity of a teenager. The influence of achievement motivation is important in the success of deviant behavior prevention. We reveal the features of the social environment necessary for the consolidation of positive changes in the adolescents’ behavior. Informing adolescents timely about the consequences of illegal behavior is important. We also highlight the necessity of early involvement in a healthy lifestyle of the child and the whole family. Attention is focused on the role of the state in preventing the appearance and development of deviations among young people.

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