Transatlantic Conversations about Inclusive Education: France and Nova Scotia

2009 ◽  
Vol 4 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Cornelia Schneider ◽  
Mary Jane Harkins
Keyword(s):  
Nova Scotia ◽  
Case Studies ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Policies ◽  
Educational Systems ◽  
Canadian Province ◽  
Persons With Disabilities ◽  
Roles And Responsibilities

Inclusive education has become an international educational priority with the ratification of the UN Convention on the Rights of Persons with Disabilities. This article compares and analyses in depth two different educational systems on two continents with regard to their development of inclusive education and their current issues with this policy. France and Nova Scotia, a Canadian province, have two different traditions of schooling and of the education of children with disabilities. The article will compare the educational systems, educational policies, definitions of inclusive education, and the shifting teachers' roles and responsibilities. Two case studies will be used to contextualize the layers of meaning underlying inclusive education.

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

scholarly journals Reacciones y abordajes de las políticas educativas frente a los flujos migratorios: Una revisión en clave comparada de los casos de Chile y Cataluña

2021 ◽  
Vol 29 ◽  
pp. 71
Author(s):  
Gabriela Quezada ◽  
Pablo Rivera-Vargas ◽  
Carla Fardella
Keyword(s):  
Inclusive Education ◽  
Foreign Students ◽  
Research Study ◽  
Qualitative Approach ◽  
Educational Policies ◽  
Educational Systems ◽  
Autonomous Community ◽  
Public Action ◽  
The Comparative Study ◽  
Accelerated Flow

This article presents the results of a research study aimed to explore and analyze the configuration process and current situation of educational policies for foreign students in Chile and the Autonomous Community of Catalonia. From a qualitative approach, and based on a comparative documentary study, an integral vision of the scenario of policies and instruments of public action for the schooling of foreign students was built in both contexts. The results show more contrasts than similarities. Among the differences, the different configuration processes of these actions are highlighted, where the evolution of the migratory phenomenon and the characteristics of their political and educational systems influence. They also contrast the areas addressed by these actions and the ways in which inclusive education for foreign students is materialized. The most relevant similarity is the incorporation of inclusive education and intercultural education as central approaches of both educational systems and of the actions in favor of the schooling of these students. The value of the comparative study lies in the extensive and in-depth look at the development of educational policies and public action instruments to address the accelerated flow of migrants in school systems.

Progress in Education of Children With Disabilities in Zambia

2020 ◽  
Vol 5 (6) ◽  
pp. 1820-1827
Author(s):  
Muchinka Mbewe Peele ◽  
Cindy Gill ◽  
Sarah Wainscott
Keyword(s):  
Inclusive Education ◽  
Speech Therapy ◽  
Children With Disabilities ◽  
Speech Pathology ◽  
Language Therapy ◽  
Preparation Programs ◽  
Persons With Disabilities ◽  
Social Barriers ◽  
University Preparation ◽  
The Republic

Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

scholarly journals Human Rights of Children with Disabilities in Israel - The Vision and the Reality

2009 ◽  
Vol 29 (1) ◽  
Author(s):  
Dina Feldman
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Community Education ◽  
Freedom Of Expression ◽  
Equal Opportunities ◽  
Font Size ◽  
Basic Liberty ◽  
Persons With Disabilities ◽  
Rights Of The Child

<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id=ieooui></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-bidi-language:HE;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--><span style="font-size: 12pt; font-family: Arial; color: black;">The UN Convention on the Rights of the Child, from 1989, and the UN Convention on the Rights of Persons with Disabilities, from 2007, define a vision in which party States ensure the welfare of children with disabilities and their right to enjoy a full and respected life in the community, with their families, in conditions which meet their basic needs and ensure their ability to actualize their potential, enjoy basic liberty, freedom of expression, active and inclusive participation in the community life, based on equal opportunities. Approximately 8.7% of the children in Israel cope with functional challenges, disabilities or chronic diseases requiring constant intervention through medical or non medical care. The aim of the current article is to outline the international vision defined by the Conventions and the situation in Israel regarding the rights of children with disabilities to life, life with family in the community, education, health and accessibility – as legislated and as actually implemented. The article shows that Israel is committed to the international conventions and has invested much in legislation, budget and services for ensuring the social rights of children with disabilities in all areas of life. However Israel still faces the challenges of carrying out the paradigm shift towards the human rights model of disability in practice, by ensuring equal opportunities; by abolishing the poverty and discrimination of the geographical and social periphery; and by implementing inclusive education and accessible public areas and services to all.</span>

scholarly journals Legal environment of social integration of children with disabilities

2021 ◽  
pp. 14-23
Author(s):  
Olga Matros
Keyword(s):  
Public Policy ◽  
Social Integration ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Social Protection ◽  
Practical Significance ◽  
Persons With Disabilities ◽  
Legal Documents ◽  
The Social ◽  
Social Protection Systems

The protection of childhood, especially children with disabilities is one of the main and promising areas of public policy. Legal support for the social integration of children with disabilities is a call of the time and a responsibility of the welfare state, which has undertaken as a member of the United Nations several obligations towards children with disabilities. To this end, the legislation seeks to adhere to clear algorithm of public administration of social protection of persons with disabilities. It focuses public policy on persons with disabilities according to their needs, creating an educational environment that meets the needs and abilities of each child, regardless of its special needs of social protection systems in Ukraine. The purpose of the study is to highlight and analyze international and Ukrainian legal documents, identification and characterization of the main problems in the social and legal support of the integration of children with disabilities into society. Methodology. Due to the use method of analysis, synthesis and generalization of legal acts and documents, problems in the social and legal support of the integration of children with disabilities into society have been identified. Results and practical significance. It has been found that in Ukraine there is a lack of elaboration of the legislation in the part that concerns the integration of children with disabilities into public life, in particular, their right to receive equal opportunities for education with others. Inclusive education has been considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development.

Shaping the faces of the prism: Rights, supports, and quality of life for enhancing inclusive education opportunities in students with intellectual disability

2020 ◽  
Vol 49 (3) ◽  
pp. 5-33
Author(s):  
Antonio M. Amor González ◽  
María Fernández Sánchez ◽  
Miguel Á. Verdugo Alonso ◽  
Alba Aza ◽  
Robert L. Schalock
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Inclusive Education ◽  
Educational Systems ◽  
Whole Child ◽  
Learning And Development ◽  
Persons With Disabilities ◽  
A Value ◽  
Life Model

Although inclusive education has evolved from a general principle to a recognized right, a quality inclusive education is still not a reality for students with intellectual disability. In this article, we discuss three approaches that can bridge the gap between “what is” current education of these students and “what should be”. First, we address the underpinnings of Article 24 of the United Nation’s Convention on the Rights of Persons with Disabilities a nd its i mplication for educational systems concerning placement and goals to achieve in these students. Second, we provide a general overview of the supports paradigm and its conceptual and practical implications regarding inclusive education. Third, we present a quality of life model as a value-based and evidence-driven framework to enhance inclusive opportunities in students with intellectual disability and to support decision-making in education from a “whole child approach”. Finally, we provide a comprehensive, systematic framework that brings these three approaches together to improve students’ outcomes linked to the goals of access, participation, learning, and development.

scholarly journals Inclusive Education for Refugee Children With Disabilities in Berlin—The Decisive Role of Parental Support

2020 ◽  
Vol 5 ◽  
Author(s):  
Felix Steigmann
Keyword(s):  
Inclusive Education ◽  
Parental Support ◽  
Children With Disabilities ◽  
Decisive Role ◽  
Theory And Practice ◽  
Refugee Children ◽  
Structural Level ◽  
Human Right ◽  
Persons With Disabilities ◽  
The Right

Inclusive education for persons with disabilities, although an internationally recognized human right, is far from being fully and adequately implemented. Since this crucial human right does not only apply to citizens, the lack of implementation holds true for refugees, too. Therefore, the present research elaborates on the extent to which the right to inclusive education is ensured for refugee children with disabilities in Berlin as well as on the obstacles and challenges with regard to access to this right. The theoretical basis of this research is formed by an outline and discussion of the manifold legal frameworks on different relevant levels of law and is contextualized by pertinent key concepts. Shedding light on the discrepancy between theory and practice, problem-centered expert interviews with six social workers in Berlin were conducted. These interviews were evaluated and analyzed according to the so-called Grounded Theory. It will be shown that apart from structural shortcomings and resource shortages, the parents' capacity is one of the decisive aspects on which the prospects of inclusive schooling depend on. Within this context, the research focuses on the parent's capacity in terms of, inter alia, knowledge about the education and support system and their personal conditions in either facilitating or constraining their children's access to inclusive education as well as on the importance of social worker's support and consultation measures which aim at strengthening the parent's capacity. Interestingly, this approach shifts away the focus from accusations on a structural level of policymaking to suggestions of improving low-threshold support systems.

scholarly journals From Segregation to Equalization: The Polish Perspective

2007 ◽  
Vol 2 (1) ◽  
Author(s):  
Malgorzata Gil
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Educational System ◽  
Children With Disabilities ◽  
Educational Institutions ◽  
Full Time ◽  
Persons With Disabilities ◽  
Select Group ◽  
History Of ◽  
Children And Young Adults

Previously in Poland, the segregation of children with disabilities was the norm. Recent changes to legislation entitled “Equalization of Opportunities for Persons with Disabilities” specifically address the education of persons with disabilities. States are required to recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities into integrated settings. The education of persons with disabilities should be an integral part of the educational system (United Nations, 1993). This article reports on the education of children with intellectual disabilities living in full-time care institutions and provides an analysis of assumptions underpinning inclusive education in Poland. Specifically, this paper will: (a) introduce the history of education for children with disabilities, (b) provide an analysis of current legislation from 1991 to 2003 addressing education for children with disabilities, and, (c) explore examples of how education was provided to a select group of institutionalized children and young adults. In spite of recent changes to educational policy and formal regulations within the educational system, students with intellectual disabilities continue to be segregated within educational institutions.

scholarly journals Online mediation in the socialization of children with disabilities: environmental conditions in the Arctic and the North of the Krasnoyarsk Territory

2021 ◽  
Vol 16 (3) ◽  
pp. 346-361
Author(s):  
Olga Smolyaninova ◽  
◽  
Ekaterina Gruzdeva ◽  
Artem Smolyaninov ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
The Arctic ◽  
Educational Institutions ◽  
Mediation Process ◽  
Organizational System ◽  
Persons With Disabilities ◽  
Digital Format ◽  
Northern Territories ◽  
Online Mediation

The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory is necessary because of the increased level of conflict potential in educational institutions and the need to find the most effective methods for resolving conflicts, taking into account the needs of persons with disabilities. This article analyzes the problem of the development of mediation as a tool for resolving conflicts with the participation of children with disabilities, as well as adapting the mediation procedure to a digital format. A content analysis of Russian and foreign practices, demonstrated the insufficient development of inclusive education and the mediation process in our country. Monitoring of school mediation services in the Arctic and northern territories of the Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of training programs for mediators on the basis of higher educational institutions of the Arctic and northern territories, insufficient knowledge of methods of working with ‘special children and an emphasis on preventive measures. An interview was conducted on the organizational system of school mediation services, the identification of conflict-generating factors, ways of resolving conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation of the mediation procedure to the specific characteristics of children with disabilities and the need to develop a mediation procedure in connection with the natural-climatic factors of these territories. The practical benefit of the study is in promoting the implementation of mediation and online mediation practices in the educational system to resolve conflicts with the participation of children with disabilities, develop a humane attitude towards various categories of the population and establish favorable conditions for learning. The practical use of the research increases due to the scarcity of scientific developments in the field of inclusive education, an alternative and innovative mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.

scholarly journals RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT STAKE IN LITHUANIA /KLAUSIMAI IR IŠŠŪKIAI DĖL NEGALIĄ TURINČIŲ VAIKŲ TEISĖS MOKYTIS ĮTRAUKAUS UGDYMO SĄLYGOMIS LIETUVOJE

2020 ◽  
Vol 1 (41) ◽  
pp. 10
Author(s):  
Jonas Ruškus
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Medical Model ◽  
Reasonable Accommodation ◽  
State Party ◽  
Persons With Disabilities ◽  
Educational Discourse ◽  
The Right ◽  
Human Rights Standards

<p>Since 2010 Lithuania is a State Party of the Convention on the Rights of Persons with Disabilities of the United Nations. The development of education policy in Lithuania as concerns the right to inclusive education for children with disabilities is analysed as well as the factual trends of education of children with disabilities in segregated and regular educational settings. Author explores the assumption that intersection of the patterns of medical model of and neoliberal mindset in educational discourse impedes the implementation of human rights standards, reasonable accommodation particularly.</p><p>Nuo 2010 m. Lietuva yra Jungtinių Tautų Neįgaliųjų teisių konvencijos šalis narė. Analizuojama švietimo politikos plėtra Lietuvoje, atsižvelgiant į neįgalių vaikų teisę į įtraukųjį ugdymą, taip pat faktinės neįgalių vaikų ugdymo tendencijos segregacinėje ir įprastoje ugdymo aplinkoje. Autorius nagrinėja prielaidą, kad medicininio modelio ir neoliberalios mąstysenos struktūrų susikirtimas edukaciniame diskurse trukdo įgyvendinti žmogaus teisių standartus, ypač tinkamą sąlygų pritaikymą.</p>

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