scholarly journals Classroom Management: Significance in Inclusive Education, Current Problems and Proposed Solutions

2021 ◽  
pp. 1-22
Author(s):  
Esra AKIN
Keyword(s):  
Classroom Management ◽  
Inclusive Education

scholarly journals Implementasi Pendidikan Inklusi Pada Sekolah Dasar Islam Terpadu Al-Firdaus Banjarmasin

Tarbiyatuna ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 147-166
Author(s):  
Barsihanor Barsihanor ◽  
Desy Anindia Rosyida
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Inclusive Education ◽  
School Principal ◽  
Difficulty Level ◽  
Slow Learners ◽  
Learning Patterns ◽  
Inclusive School ◽  
Learning Programs ◽  
Teacher Assistant

This study aims to determine the implementation and inhibiting factors of the implementation of inclusive education in the Al-Firdaus Integrated Islamic Elementary School Banjarmasin. The research method used is a qualitative approach, and the type of research is case studies. The research informants were the school principal, inclusive school coordinator, class teacher, teacher assistant (special teacher), and students. The results of the study found the implementation of inclusive education in the Al-Firdaus Banjarmasin Integrated Islamic Elementary School including, 1). planning, each teacher is required to make lesson plans individually learning. 2). implementation, learning patterns carried out in the inclusive class consisted of three activities; tahfidz learning, regular classes, individual learning programs. 3). assessment, the school distinguishes the content of the questions and the difficulty level of the questions. Obstacles in the implementation of inclusive education at SDIT Al-Firdaus Banjarmasin occur in the implementation of learning in between classroom management and teachers need to repeatedly explain the material to students who are slow learners.

scholarly journals A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School Teachers

2021 ◽  
Vol 9 (2) ◽  
pp. 141-149
Author(s):  
Monisha Kanya Savarimuthu ◽  
Raviteja Innamuri ◽  
Sherab Tsheringla ◽  
A V Shonima ◽  
Priya Mary Mammen ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Classroom Management ◽  
Inclusive Education ◽  
Educational Intervention ◽  
Real Life ◽  
Negative Attitude ◽  
Attitude Score ◽  
Attitudes And Practices ◽  
Retrospective Audit ◽  
Children With Intellectual Disability

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed atStudy A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India.Study B -Determining the effect of educational intervention towards attitudes on inclusive education.Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.

Inclusive Education

2020 ◽  
pp. 24-50
Author(s):  
Amy L.-M. Toson ◽  
Nina F. Weisling
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Role Clarity ◽  
Full Inclusion ◽  
Skill Sets ◽  
Time Scheduling ◽  
Effective Inclusion ◽  
Training And Support

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

scholarly journals Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

2021 ◽  
Vol 19 (53) ◽  
pp. 75-92
Author(s):  
Anisa Rahmadani ◽  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Primary Schools ◽  
Self Report ◽  
Successful Implementation ◽  
Demand Model ◽  
Students With Special Needs ◽  
Personal Resource

Introduction.  The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method.  This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results.  Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion.  Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

Inclusive Education

2022 ◽  
pp. 17-36
Author(s):  
Amy L.-M. Toson ◽  
Nina F. Weisling
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Role Clarity ◽  
Full Inclusion ◽  
Skill Sets ◽  
Time Scheduling ◽  
Effective Inclusion ◽  
Training And Support

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

scholarly journals The Status of Inclusive Education in Baluchistan: A Qualitative Investigation

2020 ◽  
Vol 6 (2) ◽  
pp. 917-922
Author(s):  
Samina Ashraf ◽  
Rukhsana Bashir ◽  
Ghulam Fatima
Keyword(s):  
Classroom Management ◽  
Inclusive Education ◽  
Deaf Education ◽  
Department Of Education ◽  
School Ecology ◽  
Teaching Aids ◽  
Inclusive Schools ◽  
The Status ◽  
Set Up ◽  
Special Children

The central purpose of this qualitative study was to investigate the existing condition of the inclusive schools working in the province of Baluchistan, Pakistan. Out of six divisions of Baluchistan, Quetta division was selected purposively. After conducting a survey, eight inclusive schools were taken as sample from the regular schools. An observation sheet containing the components of school ecology, instructional practices of teachers, curriculum adaptations, classroom management, infra structure of schools, and use of teaching aids in the classrooms was prepared. In eight schools, 48 observations (three observations in grade three and four each) were conducted. The results reflected that most of the children were at the mild level of disability and teachers were paying attention to special children but due to lack of training in deaf education and unavailability of assistive devices, the anticipated outcomes were not being obtained. The conclusions were drawn and recommendations to the Department of Education, Government of the Baluchistan were given for the improvement of inclusive set up.

An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education

2021 ◽  
Vol 9 (1) ◽  
pp. 150
Author(s):  
Gülsün Şahan
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Primary School ◽  
Inclusive Education ◽  
Teacher Competence ◽  
Expert Teachers ◽  
School Teaching ◽  
Significant Difference ◽  
Written Form ◽  
Mixed Pattern

Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who receive the special education courses about the adequacy of inclusive education and special education practices they observe at schools. The research was prepared in a mixed pattern and quantitative and qualitative techniques were used together. Therefore, Teacher Competence Scale in Inclusive Applications developed by Bayar (2015) was applied to 197 students who study science, mathematics, social studies, Turkish and, primary school teaching. Besides, views of 25 pre-service teachers who study in the same classes were collected and evaluated in written form. At the end of the study, it was determined that while Science pre-service teachers consider themselves more competent in inclusion, primary school pre-service teachers have higher classroom management competence. There is not any significant difference between pre-service teachers’ views about inclusive education according to gender. Furthermore, the pre-service teachers think that teachers lack knowledge and education, students’ disabilities are not recognized, there is a lack of equipment, and cooperation of school and family is not effective.

scholarly journals Pre-service Preparation of Elementary School Teachers for Inclusive Education in Northern Mindanao, Philippines

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Therese June V. Aranas ◽  
Ruth G. Cabahug
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Elementary Education ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Professional Education ◽  
Inclusive Classrooms ◽  
School Teachers ◽  
High Coverage

The continuous push for ‘Education for All’ suggests that there will be more learners with disability or exceptionality attending inclusive classrooms.  The study attempted to look at how higher education institutions in Northern Mindanao or Region 10 were preparing non-special education elementary school teachers for inclusive education.  Employing qualitative curriculum content analysis, 252 syllabi of the foundational courses in 21 Bachelor of Elementary Education degree programs for non-special education majors were examined to determine how they addressed literature-based inclusion competencies.  The findings are reflective of those in similar studies. One or two introductory theoretical courses in special education were required in preparing elementary school teachers for inclusive education.  Analysis revealed few cases of moderate to high coverage of the inclusion competencies in understanding exceptionality, collaboration, inclusive instructional strategies, and inclusive assessment under the professional education courses.  There was a predominantly zero-to-low coverage of the inclusion competencies related to the concept of inclusive education and classroom management.  The limited coverage of literature-based inclusion competencies prompted recommendations for the enhancement of elementary teacher education programs to effectively prepare teachers for inclusive classrooms.

scholarly journals PREPARATION OF THE EDUCATIONAL ENVIRONMENT FOR AN INCLUSIVE PROCESS IN THE INSTITUTIONS OF GENERAL SECONDARY EDUCATION

2020 ◽  
pp. 118-130
Author(s):  
Tetiana Skrypnyk
Keyword(s):  
Classroom Management ◽  
Inclusive Education ◽  
Management Strategy ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Inclusive Process ◽  
Inclusive Learning ◽  
Expert Assessments

This article is devoted to approaches to the targeted and consistent preparation of the educational environment for inclusive learning in educational institutions. The author reveals the limited and controversial nature of the concept of «inclusive educational environment» in Ukrainian regulatory and educational materials; the author presents international guidelines, according to which the educational environment acquires such characteristics as: free, stimulating, supportive, developing for all students. The author carefully analyses the content and structural components of the classroom management strategy (object spatial, organizational-semantic, socio-psychological), aimed at positive transformation of the educational environment for the success of each participant in the educational process. The author presents research on the implementation of the «Classroom Management» strategy in the educational process, in which seven educational institutions took part. The aim of the research was to carry out positive transformations in the educational environment as the basis for the implementation of effective inclusive education. According to expert assessments of the teaching staff, the changes achieved have significantly improved the start of inclusive education. In turn, the team of organizers and experts of this research noted the particular success of two schools, the teaching teams of which showed sincere interest in the proposed approach and joined the preparatory work not as consumers, but as real partners, with enthusiasm, creative proposals, a desire to transform the environment for the better and achieve greater success in student learning and development. The results obtained showed the effectiveness of the «Classroom Management» strategy, which positively transform the educational environment and contribute to the development of a competent inclusive process.

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