Good Practices of Inclusive Education across India - A Study

The aim of this article is to examine the legislation of selected European countries on the collection of ethnic data for educational purposes and how these legislations are put into practice. The author also examines whether educational segregation exists in the selected countries and attempts to draw conclusions about the possible link between the collection of ethnic data for educational purposes and the existence of segregation. In the last part of the article, the author introduces good practices in the fields of desegregation and inclusive education.

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GIVE ME A HAND

Education and Technologies Journal ◽

10.26883/2010.202.2349 ◽

2020 ◽

Vol 11 (2) ◽

pp. 329-331

Author(s):

Ivanka Kirova ◽

Keyword(s):

Inclusive Education ◽

Educational Process ◽

Interactive Methods ◽

Good Practices ◽

Working Models ◽

Learning Practices ◽

Self Development ◽

Modern Methods ◽

Job Shadowing ◽

Personal Qualities

The project „Give me а hand“ promotes transnational staff mobility and exchange of experience between Radost Kindergarten with filial in Kraimorie and Dječji vrtić Iskrica – Zagreb, Croatia. The project implements job shadowing to observe good practices in the Kindergarten-partner, studing and applying interactive methods, techniques and approaches of pedagogical interaction in inclusive education. The achieved main objectives: Increasing the effectiveness of pedagogical work, self-development and development of teachers’ professional competences in modern methods in inclusive education by introducing, comparing and applying European learning practices and interactive methods of pedagogical interaction; Stimulating the development of personal qualities, social and creative skills and expressions of children’s abilities by participating in additional pedagogical forms of creativity; Enhancement of interaction and creation of conditions for cooperation and effective communication between the participants in the educational process (children, pedagogical specialists, parents and institutions) by organising open practices, meetings, seminars, practices; Promoting good European practices and working models and technologies of pedagogical interaction for inclusive pre-school education by issuing and disseminating a handbook and e-handbook and media dissemination.

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Unibo Clil Training: Good Practices, Technology and Inclusive Education

International Journal for Cross-Disciplinary Subjects in Education ◽

10.20533/ijcdse.2042.6364.2019.0498 ◽

2019 ◽

Vol 10 (3) ◽

pp. 4088-4097

Author(s):

Simona Candeli

Keyword(s):

Inclusive Education ◽

Good Practices

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Inclusion through technology and education: A commitment to the improvement of museographic cultural spaces

Technology and Disability ◽

10.3233/tad-190246 ◽

2020 ◽

Vol 32 (3) ◽

pp. 137-148

Author(s):

Jose Enrique Llamazares de Prado ◽

Ana Rosa Arias Gago

Keyword(s):

Systematic Review ◽

Inclusive Education ◽

Functional Diversity ◽

Educational Value ◽

Good Practices ◽

Reference Center ◽

Cultural Aspect ◽

Cultural Spaces ◽

Selection Of

In the following research, we intend to highlight the importance of inclusion in the museum spaces, being the key the educational value, with the use of the new tools (ICTs), as well as the interculturality showing the diversity of the current cities in its cultural aspect, and allowing the access to all type of public, with functional diversity. A systematic review has been carried out with a selection of 490 articles examined up to 56 articles from 2002 to October 2017. The search was conducted using ten databases: Esci, Circ, Miar, Eric, Isoc, Dialnet, Scopus, Google Scholar, Teacher Reference Center and Wos. The purpose is to provide elements to carry out good practices that facilitate inclusive education and avoid cultural exclusion. Within the conclusions obtained, the role of the museum space as a place of reflection and grouping of different intergenerational groups is evident. The incorporation of ICTs that improve interaction and learning should be encouraged, valuing cooperation between museums and schools.

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Inclusive Education Through Accessible Mobile Serious Games

10.4018/978-1-6684-3710-0.ch048 ◽

2022 ◽

pp. 1050-1069

Author(s):

Angel Jaramillo-Alcázar ◽

Santiago Criollo-C ◽

Sergio Luján-Mora

Keyword(s):

Video Games ◽

Inclusive Education ◽

Video Game ◽

Serious Games ◽

Serious Game ◽

Evaluation Tool ◽

Good Practices ◽

Accessibility Guidelines ◽

Game Developers ◽

People With Impairments

Accessibility has been defined as the ability of an object to be used despite the condition or disability of a person. However, it is a feature that often has not been taken into account in the design of products or services, and the mobile serious game market is no exception. Accessibility guidelines were defined through the consolidation of different initiatives and good practices of video game developers as well as groups interested in providing accessibility to video games. Once the guidelines were defined, a method for evaluating the accessibility of mobile serious games was developed and applied in a mobile serious game. The purpose of this document is to propose an evaluation tool for those who wish to develop accessible mobile serious games for people with impairments and improve inclusive education.

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Inclusive Education Through Accessible Mobile Serious Games

UXD and UCD Approaches for Accessible Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2325-4.ch003 ◽

2020 ◽

pp. 38-58 ◽

Cited By ~ 1

Author(s):

Angel Jaramillo-Alcázar ◽

Santiago Criollo-C ◽

Sergio Luján-Mora

Keyword(s):

Video Games ◽

Inclusive Education ◽

Video Game ◽

Serious Games ◽

Serious Game ◽

Evaluation Tool ◽

Good Practices ◽

Accessibility Guidelines ◽

Game Developers ◽

People With Impairments

Accessibility has been defined as the ability of an object to be used despite the condition or disability of a person. However, it is a feature that often has not been taken into account in the design of products or services, and the mobile serious game market is no exception. Accessibility guidelines were defined through the consolidation of different initiatives and good practices of video game developers as well as groups interested in providing accessibility to video games. Once the guidelines were defined, a method for evaluating the accessibility of mobile serious games was developed and applied in a mobile serious game. The purpose of this document is to propose an evaluation tool for those who wish to develop accessible mobile serious games for people with impairments and improve inclusive education.

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Good practices in collaboration between mainstream and special school

Special School ◽

10.5604/01.3001.0015.6293 ◽

2021 ◽

Vol LXXXII (5) ◽

pp. 325-333

Author(s):

Magdalena Bełza-Gajdzica ◽

Zenon Gajdzica

Keyword(s):

Public Schools ◽

Inclusive Education ◽

Primary Schools ◽

Special School ◽

Teaching Staff ◽

Head Teachers ◽

Good Practices ◽

National Education ◽

The Subject ◽

Mainstream School

The study addresses an element of the support for inclusive education that can be spotted in the sphere of possible relations between mainstream and special school. This mostly aims at presenting some good practices in collaboration between these schools, identified in the author’s own research. An additional aim is to confront the collected information with the concepts and assumptions/proposals formulated in this area in the literature on the subject. The research was conducted within the project: Badanie praktyki ogólnodostępnych szkół podstawowych w zakresie edukacji włączającej [Studying the practices of mainstream primary schools in the field of inclusive education], financed by the Ministry of National Education and commissioned to the University of Silesia in Katowice in 2020. The data were collected with the use of focus group interview technique. The study group consisted of mainstream school head-teachers, teachers, specialists, non-teaching staff, students of public schools and their parents. The study comprised over two hundred respondents from forty schools. The research results reveal a limited scope of good practices in collaboration of both types of school. The greatest number of examples occurs in the area of common organization of ludic and educational events. Much fewer cases of collaboration can be spotted in the field of methodological support and of creating self-education groups in counties or municipalities. The first part of the study is a presentation of the own research concept. The second part comprises some identified practices in collaboration between special and mainstream school, which have been confronted with a few suggestions for partnership of both these types of school presented in the literature on the subject. The whole article is completed with final conclusions.

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Partizipation aus der Perspektive von Kindern

Frühe Bildung ◽

10.1026/2191-9186/a000461 ◽

2020 ◽

Vol 9 (1) ◽

pp. 3-8

Author(s):

Itala Ballaschk ◽

Yvonne Anders

Keyword(s):

Social Support ◽

Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

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