Ensuring Social Inclusion and Quality in Learning of Children with Special Needs through Inclusive Teacher Education

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Vandana Singh
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Inclusion ◽  
National Curriculum ◽  
Effective Means ◽  
National Policy ◽  
Well Being ◽  
School Level ◽  
Education For All ◽  
Children With Special Needs

Education acts as an instrument of Socialization, helping the individual to internalize the structures and processes of society and learn those skills and attitudes, which will enable him to take a meaningful place in society and contribute to its well being. Also, it helps in developing the capacity for critical thinking hence becomes a catalyst for social change. What happens in a situation, if the education does not reach all? You would agree that there is a global concern on ‘Education for All’ without compromising the quality. With this comes a challenging task to respond to wide array of students with different needs .At the school level, inclusive education seeks to address the learning needs of all with a specific focus on those who are marginalized due to some disability. The regular schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all (UNESCO, 1994). This has further restated in World Education Forum that school should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions, (Dakar, 2000). Also, the Indian National Policy on Education (1986) and National Curriculum Framework for school education (2000) emphasized the need for integration of all children with special needs in the regular schools.

scholarly journals Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya)

2020 ◽  
Vol 1 (2) ◽  
pp. 134-142
Author(s):  
Bedha Tamela ◽  
Joni Bungai ◽  
Wawan Kartiwa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Document Analysis ◽  
Substantial Improvement ◽  
Education For All ◽  
Children With Special Needs ◽  
Inhibiting Factors ◽  
Factors Influencing ◽  
Current Implementation ◽  
The Right

Every Indonesian citizen has the right to get education according to Article 31 paragraph (1) of the 1945 Constitution. To date, education for children with special needs (Anak Berkebutuhan Khusus/ABK) is held separately from the majority one. The separation, further, leads to the idea of inclusive education for all. This research aims to describe the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangkaraya City. Besides, it looks for the supporting and inhibiting factors in its implementation. The data derived from observation, interviews and document analysis. The results confirm that the current implementation of inclusive education still needs substantial improvement and support, primarily in terms of qualified teaching staffs, facilities/infrastructure and funding. We found eleven supporting factors and four inhibiting factors influencing the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangka Raya City.

PENDIDIKAN INKLUSIF DI TINGKAT SEKOLAH DASAR

2016 ◽  
Vol 9 (1) ◽  
pp. 9
Author(s):  
Erni Murniarti ◽  
Nouf Zahrah Anastasia
Keyword(s):  
Public Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Time ◽  
Education For All ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
Special Needs Education ◽  
Education Strategy

In 1994, it has been set Salamanca Statement and Framework for Action on Special Needs Education which contains about the importance of Education for all including education for children with special needs. In the development time, it was then born the idea of inclusive education is friendly public education for all children without exception. In Indonesia, 10 years ago, the Indonesian government has shown the attitude to education for children with special needs to enact legislation governing the national education system and also specifically on inclusive education in Indonesia. But along the way, there are still many schools that still not understand the concept, implementation, and strategies on the implementation of the inclusive education. The purpose of this paper is to explain theconcept, how the implementation and strategies that can be done in the implementation of inclusive education.Keywords : inclusive education, the concept of inclusive education, the implementation of inclusive education, inclusive education strategy

scholarly journals Organization of the inclusive education of children with special needs in Ukraine: modern accentuations

2020 ◽  
pp. 140-160
Author(s):  
Валентина CЕРГЕЄВА
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Environment ◽  
Quality Education ◽  
Education For All ◽  
Children With Special Needs ◽  
Legal Basis ◽  
High Quality ◽  
High Quality Education ◽  
Educational Paradigm

 The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.

scholarly journals Review of the Book ”Building Bridges: Promoting Wellbeing for Family. Handbook for Parents”, Coordinator Aurora-Adina Colomeischi, Lumen Publishing House, 2018

2020 ◽  
Vol 8 (2) ◽  
pp. 122-124
Author(s):  
Mirela Octavia Ples
Keyword(s):  
Special Needs ◽  
Social Inclusion ◽  
Publishing House ◽  
Well Being ◽  
Children With Special Needs ◽  
Parenting Skills ◽  
Cross Sectional ◽  
Starting Point ◽  
Families With Children ◽  
Transnational Study

The volume “Building bridges: Promoting wellbeing for family. Handbook for parents ”, published by Lumen Publishing House from Iași in 2018, was developed within the project “Building bridges: Promoting social inclusion and well-being for the families of children with special needs (PSI-WELL)”, and is the result of a cross-sectional and transnational study on social inclusion, stress levels and the well-being of families with children with special needs, carried out in each of the 6 countries that were partners in the project (Romania, Spain, Portugal, Croatia, Turkey and Lithuania). The volume coordinated by Assoc. Prof. PhD. Aurora Adina Colomeischi provides concrete results of the extensive research undertaken within the project and seems to be a viable starting point for the development of an educational policy for parents and families of children with special needs. The work is very well substantiated scientifically, and is especially useful for parents who face the special needs of their children, but also for the specialists who undergo therapy with them. In our opinion, the book deals with desirable aspects in the development of social intervention programs often aimed at parents with children with special needs, programs dealing with improving personal resources and parenting skills needed to solve various special and difficult situations presented by children.

scholarly journals Additional Education for Children with Special Needs and Disabilities in the Russian Federation: National Monitoring Concept

2021 ◽  
Vol 30 (6) ◽  
pp. 27-34
Author(s):  
Z. V. Puzanova ◽  
M. A. Simonova ◽  
V. M. Filippov ◽  
T. I. Larina
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Russian Federation ◽  
Educational Programs ◽  
School Level ◽  
Children With Special Needs ◽  
Sports Science ◽  
National Monitoring ◽  
The Russian Federation ◽  
Additional Education

The development of inclusive education progresses at different speeds across the world. In the Russian Federation inclusive education is developing primarily at the school level but one of the most crucial aspects of socialization is additional education, and in this regard the needs of children with special needs and disabilities remain an outstanding issue. A concept of the national monitoring of additional education for children with special needs and disabilities is proposed. The article presents the project of the toolkit for the national monitoring of entities engaged in additional educational activities for children with special needs and disabilities, which includes eight blocks: organizational structure of entities engaged in implementing additional educational programs for children in each constituent territory of the Russian Federation; implementation of additional educational programs for children with special needs and disabilities in entities with various subordination and organizational structures; material and technical support; staffing and professional training for specialists engaged in implementing additional educational programs for children with special needs and disabilities; information on ongoing additional educational programs for children with special needs and disabilities; typical obstacles which arise in the course of activities organized by entities engaged in implementing additional educational programs for children with special needs and disabilities; information resources and the system of inter-agency interaction in the course of the implementation of additional educational programs for children, including those with special needs and disabilities; financing of entities engaged in implementing additional educational programs for children. The presence/absence of a regional centre of additional education for children is going to be identified, as well as its official name, and the number of subordinate entities which implement additional educational programs in the corresponding Russian region in various areas: arts, sports, science, sociology and pedagogy, technical sciences, tourism and local history, intellectual games. The article could be of assistance for experts who study inclusion problems.

The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

2021 ◽  
pp. 1-14
Author(s):  
Naiara Berasategi Sancho ◽  
Nahia Idoiaga Mondragon ◽  
Maria Dosil Santamaria ◽  
Maitane Picaza Gorrotxategi
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs

THE ROLE OF SHADOW TEACHER IN LEARNING MANAGEMENT OF CHILDREN WITH SPECIAL NEEDS IN PAUD TERPADU INKLUSI BINA INSAN KREATIF TASIKMALAYA

2021 ◽  
Vol 5 (2) ◽  
pp. 331
Author(s):  
Yuli Salis Hijriyani ◽  
Fenty Andriani ◽  
Rosidin Rosidin
Keyword(s):  
Special Needs ◽  
Field Research ◽  
Qualitative Approach ◽  
Education For All ◽  
Children With Special Needs ◽  
Education Services ◽  
Roles And Responsibilities ◽  
Childhood Education ◽  
Inclusion Education

As part of inclusion education, Education for All (EfA) or Pendidikan untuk Semua (PuS) has six main programs, including the inclusion program of Early Childhood Education (Pendidikan Anak Usia Dini or PAUD). This article is compiled based on a qualitative approach, which is a type of field research and presented descriptively. This article highlights the role of Shadow Teacher as one of the main keys to the success of inclusion education in PAUD Terpadu Inklusi Bina Insan Kreatif (BIK) in Tasikmalaya city. The findings of the article show that Shadow Teacher has a variety of relatively different roles and responsibilities than class teachers. But it plays a big role in helping the success of learning carried out by class teachers, especially related to Children with Special Needs (Anak Berkebutuhan Khusus or ABK). In undergoing its roles and responsibilities, Shadow Teacher applies various strategies to assist the development of ABK students, in the academic, non-academic and self-developed fields. Furthermore, the PAUD Terpadu Inklusi BIK institute has such a crucial policy related to improving the quality, qualifications and competency of Shadow Teacher that it can provide better inclusion education services for ABK students in particular, and for other stakeholders in general.

Emotion Regulation Strategies Predict Emotional Distress during the COVID-19 Outbreak among Parents of Children with Special Needs

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Noga Cohen
Keyword(s):  
Emotion Regulation ◽  
Special Needs ◽  
Emotional Distress ◽  
Online Survey ◽  
Well Being ◽  
Children With Special Needs ◽  
Emotion Regulation Strategies ◽  
School Closures ◽  
Raising Children ◽  
Regulation Strategies

The coronavirus (COVID-19) outbreak has been declared a global pandemic. The consequences of this pandemic, among them changes in routine, quarantine, school closures and more, place children with special needs and their families at risk of severe emotional distress. Therefore, the present study used an online survey to measure stress, anxiety and depression levels as well as concerns related to the COVID-19 outbreak among 94 parents of children with special needs (mean age = 41.6 years, SD = 6.59; 83% female) and 79 parents raising a typically developing child (mean age = 40.85 years, SD = 7.40; 85% female). We also examined whether the use of adaptive and maladaptive emotion regulation (ER) strategies (reappraisal and suppression, respectively) predicts emotional distress among the two parent groups. The results indicate that compared to parents of TD children, parents of children with special needs reported more concerns about the COVID19 outbreak and more symptoms of emotional distress (depression, anxiety and stress). The use of adaptive and maladaptive emotion regulation strategies moderated the association between concerns arising from the COVID-19 outbreak and emotional distress. In addition, the habitual use of emotion regulation strategies predicted distress only among parents of children with special needs but not among parents of TD children. These findings highlight the role played by emotion regulation in maintaining well-being at times of crisis among vulnerable populations, such as families raising children with special needs.

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