Differentiation, Special Education and Equality: A Longitudinal Study of Self-Concepts and School Careers of Students in Difficulties and with or without Special Education Support Experiences

2003 ◽  
Vol 2 (2) ◽  
pp. 245-261 ◽  
Author(s):  
Ingemar Emanuelsson
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Student Characteristics ◽  
Individual Student ◽  
Compulsory School ◽  
Post Secondary ◽  
Self Confidence ◽  
Education Support ◽  
School Careers

The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post-secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approximately 8000 Swedish students, born in 1982 and followed from school start-up through post-secondary school to the age of 19. Allocation of special education resources is found more clearly related to school needs of differentiation than to individual student characteristics. The amount and kind of special education support are also related to self-confidence and students' choice of and success in post-secondary school programmes. Conclusively, most of an individual student's education career possibilities are determined early, often in the compulsory school. Such patterns are related to the overruling aim of inclusive education in ‘a school for all’. More proactive roles for support teachers are discussed.

Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners

2021 ◽  
Vol 10 (2) ◽  
pp. 97-120
Author(s):  
Nazia Abdoula-Dhuny
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Enabling Factors ◽  
Design Data ◽  
Barriers And Enablers ◽  
Teaching Aids ◽  
Special Education Needs ◽  
Education Needs ◽  
Academic Profile

Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided.

Using Ethnographic Approaches to Co-Construct Strategies for Success With Students With Dyslexia

2022 ◽  
pp. 584-598
Author(s):  
Barbara Fogarty-Perry ◽  
Margaret McKenzie
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Methodological Approach ◽  
Teacher Perspectives ◽  
Success Strategies ◽  
Project Work ◽  
Persons With Disabilities ◽  
Post Secondary ◽  
United Nations Convention

This chapter takes a dual focus/lens to applying and performing research methods in inclusive and special education in a tertiary/post-secondary setting with a group of students with dyslexia. It links the core ideas of United Nations Convention on the rights of persons with disabilities Article 24, Inclusive Education to describing the development and implementation of a co-constructed, collaborative project to identify success strategies for students with dyslexia, utilizing both student and teacher perspectives and experiences, and examines the fit of utilizing ethnographic approaches in this. As practitioner –researchers, authors provide a narrative case study of a project which was developed/co-constructed to respond to a set of identified needs for a group of students presenting with dyslexia. Authors then examine how the project practices link to research methodology, particularly ethnography, and produce both a set of strategies to work inclusively in the future with students with dyslexia and also construct a methodological approach within the lens of new ethnography. This serves to theories both the project work and guidelines for future use of ethnographic approaches for research in the field of inclusive and special education.

Using Ethnographic Approaches to Co-Construct Strategies for Success With Students With Dyslexia

2020 ◽  
pp. 273-287
Author(s):  
Barbara Fogarty-Perry ◽  
Margaret McKenzie
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Methodological Approach ◽  
Teacher Perspectives ◽  
Success Strategies ◽  
Project Work ◽  
Persons With Disabilities ◽  
Post Secondary ◽  
United Nations Convention

This chapter takes a dual focus/lens to applying and performing research methods in inclusive and special education in a tertiary/post-secondary setting with a group of students with dyslexia. It links the core ideas of United Nations Convention on the rights of persons with disabilities Article 24, Inclusive Education to describing the development and implementation of a co-constructed, collaborative project to identify success strategies for students with dyslexia, utilizing both student and teacher perspectives and experiences, and examines the fit of utilizing ethnographic approaches in this. As practitioner –researchers, authors provide a narrative case study of a project which was developed/co-constructed to respond to a set of identified needs for a group of students presenting with dyslexia. Authors then examine how the project practices link to research methodology, particularly ethnography, and produce both a set of strategies to work inclusively in the future with students with dyslexia and also construct a methodological approach within the lens of new ethnography. This serves to theories both the project work and guidelines for future use of ethnographic approaches for research in the field of inclusive and special education.

Using a Systematic Review to Explore Single-Subject Design Use Within Special Education Over Time

2020 ◽  
Vol 44 (1) ◽  
pp. 1-14
Author(s):  
Jessica Zoe Zanuttini
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Inclusive Education ◽  
Individual Student ◽  
Single Subject ◽  
Traditional Research ◽  
Improved Performance ◽  
Traditional Approaches ◽  
Single Subject Designs ◽  
Over Time

AbstractWhile teachers and researchers of students with disability are commonly interested in individual students and their progress towards individualised goals, traditional approaches to educational research that aim to illustrate generalisation between cause and effect are still commonly used. Traditional approaches, such as group-comparison designs, are used to demonstrate improved performance for the average student; however, they also obscure individual student data. Within special and inclusive education, single-subject designs may provide more appropriate conclusions to particular types of questions than traditional research methods as they allow for the examination of a functional relationship between the dependent and independent variables and rely on the participant serving as their own control. This article provides a summary of the use of single-subject designs within the field of special education over time and the findings of a systematic review conducted according to the PRISMA statement are presented. Through this systematic review, published articles from 7 prominent special education journals that involved intervention for school-aged students with disability were examined. In addition, a sample of exemplar studies that have employed single-subject designs are discussed.

scholarly journals Inclusive Special Education in Tonga: Policy and Practice

2021 ◽  
Author(s):  
◽  
Meleana Koloto
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Culturally Appropriate ◽  
Policy And Practice ◽  
Post Secondary ◽  
Data Collection And Analysis ◽  
Strength Based ◽  
Education And Development ◽  
Inclusive Special Education

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

scholarly journals Inclusive Special Education in Tonga: Policy and Practice

2021 ◽  
Author(s):  
◽  
Meleana Koloto
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Culturally Appropriate ◽  
Policy And Practice ◽  
Post Secondary ◽  
Data Collection And Analysis ◽  
Strength Based ◽  
Education And Development ◽  
Inclusive Special Education

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

scholarly journals Message from editor

2017 ◽  
Vol 12 (3) ◽  
pp. 107
Author(s):  
Huseyin Uzunboylu
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Inclusive Education ◽  
Creative Drama ◽  
Self Directed Learning ◽  
Self Confidence ◽  
School Counsellors ◽  
Directed Learning ◽  
Educational Sciences ◽  
Supported Education

From the Editors Huseyin Uzunboylu, Cigdem Hursen Dear Colleagues It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 4 articles written by authors from Cyprus. The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Gul Kahveci and Nerguz Bulut Serin discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. On the other hand, Ahmet Dogan and Ayse Bengisoy were conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. According to research findings, teachers working at the special education center stated that there was no special education and inclusion law in Northern Cyprus, that the law should be passed at once, that inclusive education should be regulated with this law and arbitrary practices should be ended and that uncertainties should be eliminated. They emphasized that school managers and teachers were inadequate and ignorant about inclusive education, that especially teachers were unable to prepare and implement BEP programs, and that both teachers and managers should be subjected to compulsory on-the-job training on inclusive education. Another study conducted by Gulsum Asıksoy and Fezile Ozdamli. They aim of this research is to determine the trends of education technology researches on Constructivist Learning Approach, which were published on database of ScienceDirect between 2010 and 2016. It also aims to guide researchers who will do studies in this field. According to the research results, computer-supported education was the most addressed subject in the articles. It was found out that the most frequently used tool was the computer and the most frequently used software was learning management systems in the studies. Finally, Emine Kosucu and Cigdem Hursen aimed to specify the effect of creative drama activities on candidate teachers’ self-directed skills. The results obtained from the research showed that creative drama activities are effective on candidate teachers’ self-directed skills. In this respect, it can be assumed that creative drama activities improved candidate teachers’ self-directed learning skills. It has also been noted that the participant candidate teachers were satisfied with the applications in which creative drama activities were carried out.     I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process. Best regards, Editor-in-Chief Prof. Dr. Huseyin Uzunboylu   Executive Editor Assoc. Prof. Dr. Cigdem Hursen

scholarly journals MANAJEMEN SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSIF: KAJIAN APLIKATIF PENTINGNYA MENGHARGAI KEBERAGAMAN BAGI ANAK-ANAK BERKEBUTUHAN KHUSUS

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Trimo SD Negeri 1 Magelung Kabupaten Kendal
Keyword(s):  
Special Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Content Standards ◽  
Adaptation Process ◽  
Students With Special Needs ◽  
Educational Environments ◽  
Assessment Standards

Inclusive education is a system of education that provides opportunities to all learners who have the disorder have the potential of intelligence and special talents to keep learning in educational environments together with the students in general. Based on Permendiknas 70 of 2009 article 4 (1) stated that the district appoint at least one primary, one secondary school in each district and one unit of secondary education for inclusive education are obliged to accept students with special needs. Implementation of inclusive education is done by adapting to the eight national educationstandards, the content standards, processes, competence of graduates, teachers/staff, facilities andinfrastructure, management, financing, and assessment standards. The adaptation process includes the activities of organizing, directing, coordinating, supervising, and evaluating. In providing services for children with special needs, learning activitiesin the inclusion classes have created a cooperative learning atmosphere among students familiar with students with special needs. For children to be conditioned to havean empathy for children who need special education, so children who need special education will feel comfortable learning with other kids my age, which ultimatelydid not feel inferior. ?é?á Pendidikan inklusif pada dasarnya merupakan system penyelenggaraan pendidikan yang memberikan kesempatan kepada semua peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa untuk mengikuti pendidikan atau pembelajaran dalam lingkungan pendidikan secara bersama-sama dengan peserta didik pada umumnya. Berdasarkan Permendiknas No.70 tahun 2009 pasal 4 (1) menyebutkan bahwa pemerintah kabupaten/kota menunjuk paling sedikit satu sekolah dasar, satu sekolah menengah pertama pada setiap kecamatan dan satu satuan pendidikan menengah untuk menyelenggarakan pendidikan inklusif yang wajib menerima peserta didik berkebutuhan khusus. Penyelenggaraan pendidikan inklusif dilakukan dengan melakukan adaptasi terhadap delapan standar nasional pendidikan, yakni standar isi, proses, kompetensi lulusan, pendidik/tenaga kependidikan, sarpras, pengelolaan, pembiayaan, dan penilaian. Proses adaptasi tersebut mencakupi kegiatan mengorganisasikan (organizing), mengarahkan (directing), mengkoordinasikan (coordinating), mengawasi (controlling), dan mengevaluasi (evaluation), hal-hal yang berkaitan dengan proses penyelenggaraan pendidikan inklusif. Dalam konteks aplikatif, dalam memberikan layanan bagi anak-anak berkebutuhan khusus, kegiatan pembelajaran dalam kelas-kelas inklusi harus tercipta suasana belajar yang kooperatif antara siswa-siswa biasa dengan siswa yang berkebutuhan khusus. Anak-anak biasa harus dikondisikan untuk memiliki sikap empati terhadap anak yang membutuhkan pendidikan khusus, dengan demikian anak yang membutuhkan pendidikan khusus akan merasa nyaman belajar bersama-sama dengan anak-anak sebaya lainnya, yang akhirnya tidak merasa inferior (rendah diri). Key words: inclusion, curriculum, learners, and management

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