scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

PERCEPTION OF TEACHERS AND EDUCATORS ABOUT THE APPLICATION OF INCLUSION IN SCHOOLS AND KINDERGARTENS

2021 ◽  
Author(s):  
Suada Aljković Kadrić ◽  
◽  
Admir Muratović ◽  
Ibro Skenderović ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Quality Education ◽  
Equal Opportunities ◽  
Social Emotional ◽  
Similarities And Differences ◽  
European Standards ◽  
Laws And Policies ◽  
The Right

A large number of laws and policies that guarantee all children (regardless of differences and specifics) the right to quality education and equal opportunities for development have been adopted to bring the education system in line with European standards. One of these projects is inclusive education. Inclusive education means that schools and kindergartens should accept all children regardless of their physical, intellectual, social, emotional, linguistic and other characteristics. Teachers and educators in schools and kindergartens should nurture an inclusive culture and by their behavior provide examples and models of implementing inclusion in groups. The paper presents the attitudes of teachers and educators on the application of inclusion, which clearly shows their similarities and differences.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Education for children with disabilities: Will policy changes promote equal access in Kenya?

2019 ◽  
Vol 47 (2) ◽  
Author(s):  
Peter Moyi
Keyword(s):  
Education Policy ◽  
Special Needs ◽  
Children With Disabilities ◽  
Quality Education ◽  
Equal Access ◽  
Policy Framework ◽  
Policy Changes ◽  
Policy Context ◽  
Special Needs Education ◽  
The Government

Policies to increase access to quality education have largely focused on reducing gender and income inequality; however, many children do not attend or fully participate in school because they have disabilities. Limited policy attention towards children with disabilities in developing countries is an obstacle to progress towards universal education. The limited knowledge and inadequate policies means many children with disabilities have limited access to quality education. In 2010, the legislative and policy context in Kenya changed significantly. The paper examines how the new constitution and the National Special Needs Education Policy Framework may impact the education of children with disabilities in coming years. The paper concludes that there is reason to be cautiously optimistic about the education of children with disabilities because of the new constitution and the National Special Needs Education Policy Framework make the government legally liable for their education.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

scholarly journals BUILDING A MORE EQUITABLE SOCIETY, THROUGH INCLUSIVE EDUCATION AND THE SUCCESSFUL TEACHER WORK

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dorina Qirjako Gjikoka
Keyword(s):  
Inclusive Education ◽  
Young Person ◽  
Quality Education ◽  
Learning Needs ◽  
Access To Education ◽  
Group Instruction ◽  
Human Rights Treaties ◽  
Unesco Convention ◽  
Teacher Work ◽  
The Right

If the right to education for all is to become a reality, all learners must have access to quality education that meets basic learning needs and enriches lives. The UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the basis of socially ascribed or perceived differences, such as gender, sexuality, ethnicity, language, religion, nationality, economic condition and/or ability. Education should not be simply about making schools available for those who are already able to access them. Instead, it is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access equal opportunities for quality education, as well as in removing those barriers and obstacles that lead 49 to marginalization and exclusion. Education systems should be made inclusive and equitable; that is, every child and young person should have access to education that is welcoming and responsive to his or her characteristics and needs (UNESCO, 2012). Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs retouching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. The existing research does indicate, however, that well-designed classroom testing programs bear a positive relationship to later student achievement.

The Sustainable Development of Persons With Disabilities in Developing Countries Through Open and Distance Education

2018 ◽  
pp. 119-152
Author(s):  
Sanjay Kant Prasad
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Inclusive Education ◽  
Education System ◽  
Persons With Disabilities ◽  
The Sustainable Development ◽  
Economic Progress ◽  
Full Participation ◽  
Open And Distance Learning ◽  
Mainstream Society

The United Nations Convention on Rights of Persons with Disabilities has provided a strong impetus to the full and effective involvement of persons with disabilities in society and development with equal access to opportunities to contribute to an equal footing with others in social and economic progress. . However, developing nations are yet to achieve the goal of full participation and equalization of opportunities for sustainable development of persons with disabilities. The special education system or inclusive education being a part of education system, needs to examine the feasibility of open and distance learning to provide opportunity to maximum number of persons with disabilities irrespective of their physical, sensory and psychological diversity, to make them a part of mainstream society. The Guidelines on Open and Distance developed for Persons with Disabilities, published by UNESCO will also be very effective in general and developing countries in particular.

Features of Teaching Mathematics to Younger Schoolchildren with Speech Defects in the Framework of Inclusive Education

2017 ◽  
Vol 5 (5) ◽  
pp. 26-31
Author(s):  
О. Павлова ◽  
O. Pavlova ◽  
А. Демидова ◽  
A. Demidova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Mathematics ◽  
Mathematical Representations ◽  
The Right ◽  
Special Children ◽  
Speech Defects

The article presents an author’s view on the problem of the formation of mathematical representations in children with speech defects that are taught in the primary school in the system of inclusive education. Modern realities are such that children with disabilities have the right to study in ordinary classes on a par with other younger schoolchildren, so the author considers specific changes in the process of organizing the education of special children, in particular – with speech defects, which the teacher must take into account when working in conditions of inclusion.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

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