scholarly journals Development of the relationship model among variables of Inclusive classroom members' attitudes towards inclusive education

2011 ◽  
Vol 13 (2) ◽  
pp. 289-314 ◽  
Author(s):  
오원석
Keyword(s):  
Inclusive Education ◽  
Inclusive Classroom ◽  
Relationship Model ◽  
The Relationship

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

Comprehensive Pricing Model of Urban Traffic Air Pollution Based on Bi-Level Programming

2012 ◽  
Vol 253-255 ◽  
pp. 1913-1917
Author(s):  
Ze Bin Zhao
Keyword(s):  
Air Pollution ◽  
Negative Impact ◽  
Urban Traffic ◽  
Vehicle Speed ◽  
Pricing Model ◽  
The Sustainable Development ◽  
Transport Services ◽  
Relationship Model ◽  
The Relationship

In order to reduce the negative impact of urban traffic air pollution, this paper firstly analyzes the relationship between urban traffic air pollution and vehicle speed, after providing the relationship model, the paper establishes a comprehensive pricing model of urban traffic air pollution based on bi-level programming, the model considers the traffic air pollution pricing, and includes the factors of congestion pricing, bus fee, pricing revenue redistribution on improvement of public transport services and the expansion of road capacity. The case study shows that the implementation of comprehensive pricing of urban traffic air pollution can reduce traffic pollution and unreasonable traffic flow, which is conducive to the sustainable development of the city.

scholarly journals The Relationship Model of Sharia and Financial Authorities

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Muhammad Maksum
Keyword(s):  
Political Economy ◽  
Financial Institutions ◽  
Middle Eastern ◽  
The State ◽  
State Authority ◽  
Relationship Model ◽  
Islamic Financial Institutions ◽  
The Relationship

Political economy and religious policies affect the relationship between sharia and financial authorities. Countries that make Islam as the official religion put Sharia authorities within the scope of the state. Malaysia is one of the countries that put Sharia authorities in the structure of state authority, although it is subject to independency. In the meantime, Indonesia combines the two models of relationship: 1) granting broader independence to sharia authority (the Indonesian Ulema Council) and 2) forming sharia board to deal with sharia finance, among others. The comparison of Indonesian, Malaysian, and the Middle Eastern countries’ system shows that the independence and the effectiveness of sharia economic fatwa application are found to attract each other. This, in turn, influences the supervision of Islamic financial institutions.  AbstrakPolitik ekonomi dan kebijakan agama memengaruhi hubungan antara otoritas syariah dan otoritas keuangan. Negara yang menjadikan Islam sebagai agama resmi menempatkan otoritas syariah dalam ruang lingkup negara. Malaysia adalah salah satu negara yang menempatkan otoritas Syariah dalam struktur otoritas negara, meskipun tetap independen. Sementara itu, Indonesia menggabungkan dua model hubungan: 1) memberikan independensi yang lebih luas kepada otoritas syariah (Majelis Ulama Indonesia) dan 2) membentuk dewan syariah untuk menangani hal yang berkaitan dengan keuangan syariah. Perbandingan sistem Indonesia, Malaysia, dan negara-negara Timur Tengah menunjukkan bahwa independensi dan efektivitas penerapan fatwa ekonomi syariah terbukti saling berhubungan satu sama lain. Ini, pada gilirannya, memengaruhi pengawasan lembaga keuangan Islam.

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

scholarly journals Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

2022 ◽  
Vol 109 ◽  
pp. 103521
Author(s):  
Akie Yada ◽  
Markku Leskinen ◽  
Hannu Savolainen ◽  
Susanne Schwab
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Meta Analysis ◽  
The Relationship

scholarly journals Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1

2021 ◽  
Author(s):  
Gregg Alexander ◽  
Duma Mhlongo
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Lesson Plan ◽  
White Paper ◽  
Training System ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
Democratic Culture ◽  
Democratic Classroom ◽  
Assessment Activity

The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.

Instructional Strategies for the Inclusive Music Classroom

2018 ◽  
Vol 31 (3) ◽  
pp. 61-65 ◽  
Author(s):  
Alice-Ann Darrow ◽  
Mary Adamek
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Inclusive Classroom ◽  
Teaching Approaches ◽  
Music Classroom ◽  
Inclusive Teaching

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

PROBLEMATIC INTERNET USE (PIU) IDENTIFICATION USING THE BIOPSYCHOSOCIAL MODEL APPROACH IN EMERGING ADULTHOOD

2020 ◽  
Vol 2 (1) ◽  
pp. 19-23
Author(s):  
Aneke Dewi Rahayu ◽  
Ari Prasetyoaji
Keyword(s):  
Emerging Adulthood ◽  
Internet Use ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Problematic Internet Use ◽  
The Internet ◽  
Research Subjects ◽  
Chi Square ◽  
Relationship Model ◽  
The Relationship

Individuals with Problematic Internet Use (PIU) who use the internet excessively, it gave the causes of the difficulties to control using the internet and bad impact of physical and mental disorder.   The research aims to show the relationship among biological, psychological, and social factors with PIU so it can be created some relation model which explain about this phenomenon. Simple random sampling is a sampling technique used of this research. Subjects used of this research were 403 individuals who were in the age of emerging adulthood. Data collection method used in this research is PIU and bio psychosocial scale which consists of three parts are biology, psychology, and social. Based on the data processing, a relationship model among biology, psychology, social, and PIU where the relationship model has a chi square score of 0.102 with a probability score of 0.061, a CMIN / DF score of 1.518, a GFI of 0.919, an AGFI of 0.971, a CFI equal to 1.00, TLI of 0.90, and the score of RMSEA 0.072 so the model was proposed as strong and acceptable category. The model shows strongest relationship is the relationship between social and PIU was 0.47, psychology with PIU was 0.22, and biology with PIU was 0.12.

Pedagogy of Inclusion

2018 ◽  
pp. 87-102
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Inclusive Classroom ◽  
Gifted Children ◽  
Social Emotional ◽  
Right To Education ◽  
The World ◽  
The Right ◽  
Relevant Pedagogy

For far too long, in all parts of the world, the most vulnerable members of society have been excluded from schools. All children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, including disabled and gifted children, have the right to education and the relevant pedagogy of inclusion. The teaching methods used should accommodate all members of the society. People who are planning the teaching strategies should also know that people learn better when they do things. The purpose of this chapter is to determine how the theory of constructionism can be applied in the teaching and learning of students in the inclusive education. Information collected from literature on teaching and learning in inclusive education is critically analyzed through the theory of constructionism. Various theorists found that constructionism is relevant to an inclusive classroom since it encourages learning by doing.

Deaf Education Beyond the Western World: An Introduction

2019 ◽  
pp. 1-18 ◽  
Author(s):  
Harry Knoors ◽  
Maria Brons ◽  
Marc Marschark
Keyword(s):  
Inclusive Education ◽  
Deaf Education ◽  
Development Cooperation ◽  
Western World ◽  
International Obligations ◽  
Hearing Children ◽  
Political Economic ◽  
The Relationship

This introductory chapter outlines the case for focusing on deaf education beyond the Western world. Research into the effectiveness of educational approaches for deaf learners needs to be ecologically situated, because the geopolitical context in which the research is carried out will influence the results. To improve education for deaf and hard-of-hearing children in countries beyond the Western world, it is not sufficient simply to apply research results obtained in countries in the West. To do so is to ignore the specific political, economic, and cultural contexts in a given situation, risking a mismatch between findings and needs or, at worst, the potential to do significant harm, either in the short term or the long term. Rather, we must focus on the specific, local contexts in which deaf education is situated, together with any international obligations that might influence how education is to be conducted in these contexts. To build a context for the interpretation of the chapters in this volume, attention is given to the relationship between poverty and disability, to international policy frameworks influencing educational practices all over the globe, to the worldwide advocacy of inclusive education, and to development cooperation. In addition, data are given about the prevalence of hearing loss in children in Central and Eastern Europe, Asia, Africa, and Middle and Latin America.

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