scholarly journals The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe

2016 ◽  
Vol 7 (2) ◽  
pp. 88-96
Author(s):  
Tinashe Chuchu ◽  
Vimbai Chuchu
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
School Context ◽  
The People ◽  
Perceptions And Attitudes ◽  
Negative Perceptions ◽  
Quota Sampling ◽  
The Impact

The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.

Promoting Social Inclusion in High Schools Using a Schoolwide Approach

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Gary N. Siperstein ◽  
Lauren A. Summerill ◽  
Holly E. Jacobs ◽  
Jeffrey E. Stokes
Keyword(s):  
High Schools ◽  
Intellectual Disability ◽  
Social Interactions ◽  
Social Inclusion ◽  
Ecological Approach ◽  
Special Olympics ◽  
School Contexts ◽  
Perceptions And Attitudes ◽  
The Impact

Abstract This study examines the impact of the Special Olympics Unified Champion Schools program in high schools across the country. Data were analyzed from 2,774 students from 11 high schools implementing the program concerning their perceptions and attitudes toward including students with intellectual disability (ID). Students participating in 1 or more program activities reported increased visibility of and social interactions with students with ID in school. This, in turn, promoted more positive perceptions and attitudes regarding school and classroom inclusion. Participation in different activities had unique effects on students' perceptions of their school's inclusive environment and on their attitudes toward classroom inclusion. These findings support an ecological approach to social inclusion and for structured, schoolwide interventions embedded within normative school contexts.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

DESCRIPTION OF THE MODEL OF INTERSTATE AND INTERSECTORAL INTERACTION ON SUPPORT AND DEVELOPMENT STUDENTS OF HIGH SCHOOLS WITH DISABLED HEALTH OPPORTUNITIES

2017 ◽  
pp. 14
Author(s):  
Olga Koriakovtseva ◽  
Tatyana Bugachuk
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Role ◽  
The University

The authors of the article draw attention to the problem of the humanization of higher education, emphasize the special role of the teacher in working with students with disabilities, the specifics of inclusive education in the university and the importance of interagency partnership in this field.

scholarly journals Inclusive education and its implementation: International practices

2020 ◽  
Vol 15 (3) ◽  
pp. 37-46
Author(s):  
Olga Bombardelli ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Personal Development ◽  
Equal Opportunity ◽  
Research Problem ◽  
Persons With Disabilities ◽  
Special Education Needs ◽  
High Level ◽  
Teaching Programs ◽  
Quality Learning

Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.

scholarly journals Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs

2019 ◽  
Vol 7 (2) ◽  
pp. 13-24
Author(s):  
Kristine J. Melloy
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Leaders ◽  
Preparation Programs ◽  
School Communities ◽  
Inclusive School ◽  
The Impact

University educational leadership preparation programs whose mission is to prepare Transitional Kindergarten through 12th grade (TK-12) school administrators need to transform their curriculum so that all leaders (not just special education leaders) have the knowledge and skills to create inclusive school communities that truly include all students. Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity, achievement and opportunity gaps remain in our nation’s public schools. The purpose of this conceptual study is to provide a look at redesigned preparation programs built on professional standards changes, evidencebased practices, and practice-based evidence correlated with inclusive school communities. Transformed preparation programs prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities, considering that 100% of the students spend 80% or more of their day in general education classrooms. The impact for students with disabilities is that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit.

scholarly journals Student Engagement: Enhancing Students’ Appreciation for Learning and Their Achievement in High Schools

2017 ◽  
Vol 9 (3) ◽  
pp. 67
Author(s):  
Solmaz Khodaeifaal
Keyword(s):  
Social Media ◽  
High Schools ◽  
Student Engagement ◽  
Digital Media ◽  
Teaching And Learning ◽  
Intrinsic Value ◽  
School Context ◽  
Content Learning ◽  
Positive Effects ◽  
The Impact

Students’ perspectives and ideas related to classroom learning seem to be mostly ignored in high schools. Not only does this issue result in both teachers and students struggling in the process of teaching and learning, but students also fail to appreciate the intrinsic value of the curriculum content. It is therefore important to explore the significance of student engagement on their appreciation of learning as well as any positive effects that it might have on their success. This paper has two main aims. First, it provides an overview of the consequence of student engagement and why attending to students’ points of view and their engagement in the process of learning might improve their content learning and achievement. Second, it provides a sketch of the attempts made toward the use of technology and social media to motivate and engage students in content learning. Consequently, the paper has three main sections. The first gives succinct descriptions of student engagement in high school. The second part alongside with my own teaching experiences traces the ways that students are helped to develop an appreciation for learning and highlights the importance of the impact of student engagement in learning. The third section interweaves students’ interest and engagement with digital media and an appreciation of content learning. In so doing, the paper suggests that social media could be an aid for students to learn the content in the subjects being studied, which connects their in-school context and experience to out of school.

scholarly journals Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

2016 ◽  
Vol 35 (3) ◽  
pp. 302-322 ◽  
Author(s):  
Bob Algozzine ◽  
Holly Morsbach Sweeney ◽  
Jeong Hoon Choi ◽  
Rob Horner ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
School Personnel ◽  
Fidelity Of Implementation ◽  
Technical Adequacy ◽  
Integrated Framework ◽  
Implementation Tool ◽  
The Impact

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.

scholarly journals Manajemen Pendidikan Inklusif SMA Muhammadiyah di Kota Yogyakarta

INKLUSI ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Dyah Witasoka
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Principals ◽  
Qualitative Approach ◽  
Infrastructure Management ◽  
Budget Management ◽  
Education Management ◽  
Management Students ◽  
Supporting Teachers

This study is aimed at analyzing the activities of education management at the inclusive senior high schools affiliated to Muhammadiyah Foundation in Yogyakarta. The activities involved planning, implementation, and supervision in the curriculum and learning management, teachers and education personnels management, students management, facilities and infrastructure management, and budget management. This study was a phenomenology research with qualitative approach. This research results in three major findings. First, these inclusive high schools did not make any special planning in conducting an inclusive education. Second, these inclusive High school tried to manage activities based on the needs and characteristics of students with disabilities. Third, the school principals were involved directly in the implementation of inclusive education in their schools. Therefore, the school principals had a direct communication and interaction with the teachers, GPK (supporting) teachers, and the students with disabilities to monitor the inclusive service provided.[Penelitian ini bertujuan untuk mendeskripsikan kegiatan manajemen pendidikan pada SMA inklusif yang berada dalam naungan yayasan Muhammadiyah di Kota Yogyakarta. Kegiatannya mencakup perencanaan, pelaksanaan, dan pengawasan mulai dari manajemen kurikulum dan pembelajaran, manajemen pendidik dan tenaga kependidikan, manajemen peserta didik, manajemen sarana dan prasarana, serta manajemen pembiyaan.Penelitian ini merupakan penelitian fenomenologi dengan pendekatan kualitatif. Penelitian ini menghasilkan beberapa temuan utama. Pertama, SMA Inklusif tidak memiliki perencanaan khusus dalam menyelenggarakan pendidikan inklusif. Kedua, SMA Inklusif berusaha melaksanakan kegiatan manajemen sesuai dengan kebutuhan dan karakteristik siswa difabel. Ketiga, Kepala sekolah memiliki keterlibatan langsung dalam penyelenggaraan pendidikan inklusif di sekolahnya. Oleh karena itu, kepala sekolah melakukan komunikasi dan interaksi langsung dengan tenaga pendidik, tenaga GPK, bahkan siswa difabel agar dapat memantau pelayanan inklusif yang diberikan.]

scholarly journals TEACHERS’ COMPREHENSIONS, PERCEPTIONS, AND ATTITUDES TOWARDS INCLUSIVE EDUCATION

INFERENSI ◽  
2012 ◽  
Vol 6 (2) ◽  
pp. 227
Author(s):  
Ruwandi Ruwandi
Keyword(s):  
Data Collection ◽  
Survey Research ◽  
Inclusive Education ◽  
Primary Data ◽  
School Teachers ◽  
Negative Attitudes ◽  
Collection Method ◽  
Positive Attitudes ◽  
Perceptions And Attitudes ◽  
Negative Perceptions

This study aims at finding out 1) the comprehensions of IslamicElementary School Teachers (MI) in Salatiga to inclusive education; 2) their perceptions; and 3) their attitudes to the inclusive education. This is a survey research. The primary data collection method used in this research was questionnaires, besides structural interviews. Based upon the calculation of the questionnaires, the writer found out that 1) the teachers’ comprehension to inclusive education is still low (88.1 %) and only 4.7 % feels having a little knowledge about it. In addition, 50.02 % have negative perceptions, and are only 21.46 % who have positive perceptions to it. Even though, 43.89 % have positive attitudes and 37.81 have negative attitudes to the inclusive education.

Sign in / Sign up

Export Citation Format

Share Document