scholarly journals Student with special needs and mathematics learning: A case study of an autistic student

2020 ◽  
Vol 5 (3) ◽  
pp. 317-330
Author(s):  
Sabaruddin Sabaruddin ◽  
Rosnidar Mansor ◽  
Irfan Rusmar ◽  
Fadila Husna
Keyword(s):  
Inclusive Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Teacher Behavior ◽  
Basic Material ◽  
Special Educational Needs ◽  
Inhibiting Factors ◽  
Students With Autism

The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.

scholarly journals Leadership as a lever for inclusive education in Flanders: A multiple case study using qualitative comparative analysis

2020 ◽  
pp. 174114322095360
Author(s):  
Aster Van Mieghem ◽  
Karine Verschueren ◽  
Vincent Donche ◽  
Elke Struyf
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
School System ◽  
Qualitative Comparative Analysis ◽  
Case Study Research ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Team Members ◽  
Inclusive School

Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadership is defined in terms of the dimensions put forward by Robinson and Timperley (2007): (a) providing educational direction; (b) ensuring strategic alignment; (c) creating a community that learns how to improve student success; (d) engaging in constructive problem talk; and (e) selecting and developing smart tools that facilitate IE. Based on case study research in 20 schools (10 primary, 10 secondary), a crisp-set qualitative comparative analysis was conducted to identify (combinations of) leadership dimensions associated with the willingness of school team members to include students with special educational needs (SEN) in mainstream schools. The results reveal that schools in which leaders provide educational direction towards a more inclusive school system, and that engage in constructive problem talk and select and develop smart tools in support of IE, are more willing to include students with SEN.

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals Perceptions and Practices of Inclusion in Malaysian Integrated Preschools

2021 ◽  
Author(s):  
◽  
Sailajah Nair Sukumaran
Keyword(s):  
Inclusive Education ◽  
Mixed Methods Research ◽  
School Setting ◽  
Personal Characteristics ◽  
Practical Experience ◽  
School Principal ◽  
Second Phase ◽  
Classroom Teachers ◽  
Special Educational Needs

<p>This study examines perceptions and practices of inclusion of children with special educational needs (SEN) in Malaysian integrated preschool programmes. Integrated programmes in Malaysia refer to educational settings in which units of special education classrooms are set up within existing regular school compounds. I aim to determine the state of inclusion in Malaysian integrated preschool programmes; educators’ and parents’ perceptions of and support for inclusion; and factors influencing the implementation of inclusive practices in these settings.  Situated within a pragmatic research paradigm, my study adopted a two-phased sequential mixed-methods research design. The first phase involved regular and special classroom teachers’ self-reports of inclusion in their school, through a survey by questionnaire. In the second phase, data gathering was carried out in three case-study preschools, which, based on questionnaire findings, were preschools that demonstrated differing levels of inclusion (i.e., high, moderate, and low). Information sources in each site involved interviews with the school principal, regular and special classroom preschool teachers, and parents of preschoolers with and without SEN, as well as observations of daily events and examination of relevant documents in the preschool settings. The perspective proposed by the bioecological systems theory (Bronfenbrenner, 1995, 2005; Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 1998), which strongly advocate that human development involves a combination of interactions between proximal processes, personal characteristics, context, and time, served as a useful conceptual framework for examining and elaborating on inclusion in this study.  Questionnaire and case study findings presented substantial evidence that integrated preschool programmes in Malaysia were neither practising nor promoting inclusion. Whilst there were some efforts towards partial inclusion of children with SEN, educators’ and parents’ views, as well as findings across my case study sites showed that preschools generally engage these children in socially integrated activities, otherwise segregating them totally to activities confined to their own classrooms. Furthermore, educators lamented that there was lack of information and guidance training from the Ministry of Education in relation to inclusion and SEN. Parents on the other hand were barely involved in decisions about the nature of their children’s preschool’s inclusion. These issues were exacerbated by the absence of a clearly delineated policy governing inclusion.  Nevertheless, the study found that the ways in which inclusion (or non-inclusion) practices were implemented in each case study site was reflective of the individual school’s philosophy towards inclusive education. The principals’ role, the regular and special classroom teachers’ shared perspectives on inclusion, parental involvement, and the preschool’s physical and instructional environment gave each preschool an individual “inclusive-identity”. Accordingly, this information provided empirical evidence to support the usefulness of the bioecological systems perspective, especially in understanding how interacting factors within and beyond the school setting can influence how inclusion is perceived and practiced. Thus important implications for policy and practice are identified in this thesis, including the need to develop mandates in support of inclusion; in particular the re-examination of initial and in-service teacher education programmes, opportunities for teacher trainees’ practical experience in teaching children with SEN, encouraging collaboration between regular and special classroom teachers, support for principals to develop their leadership concerning inclusion, educating parents and the wider community on inclusion and SEN.</p>

scholarly journals Including Children with Autism Spectrum Disorder in Regular Schools: A Mother’s Perspective

2020 ◽  
pp. 137-142
Author(s):  
Low Hui Min ◽  
Lee Lay Wah
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Learning Aids ◽  
Children With Asd ◽  
Students With Autism

Since the implementation of 'Educational Blueprint 2013-2025' and 'Zero Reject Policy' in Malaysia, there are increasingly efforts from the Malaysian Ministry of Education to include students with Autism Spectrum Disorder(ASD) into regular mainstream education. A case study investigation was conducted with a mother with two children with different severity levels of ASD. In a semi-structured interview, the mother described her experiences and aspirations of education arrangements for both her children. Through the eyes of a mother, we find a strong belief that children with ASD could learn like others when given adequate opportunities and learning aids. This unique case study offers an archetypical representation of issues and challenges faced by parents of children with ASD in Malaysia, in advocating for inclusive education for their children.

scholarly journals How these three schools in Indonesia could exceed the international average score in TIMSS 2015?

2018 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
Fasiha Fatmawati ◽  
Heri Retnawati
Keyword(s):  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Activities ◽  
Average Score ◽  
Teacher Creativity ◽  
Teachers And Students ◽  
Training Activities ◽  
Depth Interviews ◽  
Timss 2015

The achievement of students' mathematics learning is strongly influenced by how the learning process takes place in the classroom. But, that is not the only factor that could affect learning achievement. This research aimed to describe the advantages of learning in three schools in Indonesia with highest score in TIMSS 2015 which exceed international standard score. Participants in this case study research were teachers and students from the three elementary schools, that are SD N Gunungsaren, SD N Kentungan, and SD N Semanu III in Yogyakarta Province, Indonesia. Data triangulation had been conducted to test the validity of data collected by observation, in-depth interviews, and documentation. From the result, it can be concluded that the process of mathematics learning in the three schools implemented by involving students actively in learning activities. Each school had advantage that support the implementation of learning activities. SD N Semanu III supported by the completeness of the facilities in schools in the form of projectors that teachers use well in learning. The success of student learning in SD N Kentungan supported by parents’ involvement which providing support and facilitate children’s learning. Meanwhile, the success of learning in SD N Gunungsaren supported by teacher creativity factors developed through teacher training activities that applied in classroom.

scholarly journals La formación docente ante el trastorno del espectro autista

2019 ◽  
pp. 59-66
Author(s):  
Sánchez-Blanchart J. ◽  
A. Sánchez-Oliva ◽  
JC. Pastor-Vicedo ◽  
J. Martínez-Martínez
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Ad Hoc ◽  
Teaching Practice ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Educational Need ◽  
Formación Docente

La formación docente en trastornos del aprendizaje es vital para alcanzar una verdadera educación competencial e inclusiva y la actividad física adquiere especial significado. El objetivo del presente estudio fue valorar la formación que tienen los docentes en activo sobre el alumnado con Trastorno del Espectro Autista (TEA) y qué factores pueden influir en la mejora de la práctica docente. La muestra está formada por un total de 68 docentes de diferentes centros educativos públicos de la provincia de Toledo (CLM). Se utilizó un cuestionario ad hoc basado en la literatura científica y revisado por expertos. Los resultados muestran como existe una escasa formación respecto al tratamiento del alumnado con necesidades educativas especiales y alumnos TEA. Potenciar el apoyo dentro del aula al docente y disponer de mayor número y disponibilidad de programas de intervención adecuados a cada tipo de necesidad educativa, servirá para paliar las posibles carencias al respecto. Teacher training in learning disorders is vital to achieve a true competence and inclusive education and physical activity acquires special significance. The objective of this study was to assess the training that teachers have active on students with Autism Spectrum Disorder (ASD) and what factors can influence the improvement of teaching practice. The sample consists of a total of 68 teachers from different public schools in the province of Toledo (CLM). An ad hoc questionnaire based on scientific literature and reviewed by experts was used. The results show how there is little training regarding the treatment of students with special educational needs and ASD students. Enhance the support within the classroom to the teacher and have more number and availability of intervention programs appropriate to each type of educational need, will serve to alleviate the possible shortcomings in this regard.

scholarly journals IMPROVEMENT OF ARABIC LANGUAGE TEACHER COMPETENCY BASED ON MULTIPLE INTELLIGENCE CLASSROOM

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Janniarni Toha Safutri ◽  
Suci Ramadhanti Febriani ◽  
Danial Hilmi
Keyword(s):  
Classroom Management ◽  
Professional Competence ◽  
Lesson Plan ◽  
Case Study Research ◽  
Arabic Language ◽  
Multiple Intelligence ◽  
Intelligence System ◽  
Teacher Competency ◽  
Competency Based

This research aims to determine the efforts made in improving the competence of Arabic teacher through multiple intelligence-based classroom management at SD Plus Al-Kautsar Malang. It used a qualitative approach with a case study research design. The data collection included observation, interviews, and documentation, while analysis techniques relied on Miles and Hubermen’ steps as follow; data reduction, data display, and conclusion. The results showed that the efforts to increase the competency of Arabic teachers through multiple intelligence-based classroom management at SD Plus Al-Kautsar Malang, including the improvement of pedagogic and professional competences. The effort to increase pedagogic competence was giving the training to educators related to the design of a lesson plan, while the effort to increase professional competence is training in applying multiple intelligence during the learning process, such as Multiple Intelligence System (MIS) and Multiple Intelligence Research (MIR) training.

scholarly journals Character Education Values That Work in Islamic Senior High School Setting

Al-Ulum ◽  
2015 ◽  
Vol 15 (2) ◽  
pp. 319
Author(s):  
Muhammad Yaumi ◽  
Rustam Husain
Keyword(s):  
High School ◽  
Character Education ◽  
Social Care ◽  
Lesson Plan ◽  
School Setting ◽  
Case Study Research ◽  
Senior High School ◽  
Classroom Setting ◽  
High School Setting

The purpose of study is to discover the character education values that are integrated in lesson plan, implemented in the classroom setting, and classroom academic rules. This is a case study research that focused on describing the integration of character education program in the Model Islamic senior high school of Makassar, Indonesia. Fifty lesson plans were collected, twenty six informants were observed, and five informants were interviewed to have data on character education values that work. The data were analyzed using qualitative approach; data reduction, data display, conclusion, and verification. The result showed that (1) there are eighteen character education values written in the lesson plan; religious, honest, tolerant, discipline, hard working, creative, independent, democratic, curiosity, the spirit of nationalism, love to motherland, appreciation of achievement, friendly, peaceful, love to read, environmental and social care, responsibility, (2) the values that work in the classroom are religious, trustworthy, respectfulness, diligent, fair, care, integrity, responsible, honest, love to motherland, courage, and (3) the values that work in the academic rules are disciplines, care, tolerant, friendly, responsible.

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