Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities

2017 ◽  
Vol 42 (2) ◽  
pp. 29-36 ◽  
Author(s):  
Deborah Tamakloe ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Preschool Teachers ◽  
Support Staff ◽  
Framework Analysis ◽  
Teaching Philosophies ◽  
Individual Interviews ◽  
Positive Attitudes ◽  
Preschool Class

THIS QUALITATIVE CASE STUDY explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

scholarly journals Albanian Preschool Personnel’s Perceived Obstacles to Implementing Effective Inclusive Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Zamira Hyseni Duraku ◽  
Genta Jahiu ◽  
Eglantina Likaj Shllaku ◽  
Loreta Boci ◽  
Hysnie Shtylla
Keyword(s):  
Academic Success ◽  
Inclusive Education ◽  
Support Services ◽  
Children With Disabilities ◽  
Early Education ◽  
Support Staff ◽  
Future Directions ◽  
Practical Implications ◽  
Essential Support ◽  
Specific Working

Access to high-quality early education promotes the academic success of children with disabilities; however, they are often overlooked in mainstream programs that lack essential support services. This study aimed to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by the preschool personnel. Preschool personnel (n = 107) working with children (3–6 years old) in the municipality of Tirana, in Albania, completed the survey. The obstacles to supporting children with disabilities were identified as lack of knowledge, supportive techniques, specific working tools, suitable facilities, and support staff, insufficient cooperation with parents, and inadequate educational programs for children with disabilities. The contextual factors and practical implications of the study, as well as future directions for research, are discussed in this article.

scholarly journals Attitudes of parents of typically developing children towards the inclusion of children with disabilities

2021 ◽  
Vol 20 (2) ◽  
pp. 65-78
Author(s):  
Ivana Tomić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Typically Developing ◽  
Place Of Residence ◽  
Typically Developing Children ◽  
Level Of Education ◽  
Positive Attitudes ◽  
The Impact

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

Children with Disabilities: Achievements, Prospects, and Challenges Ahead

2020 ◽  
pp. 593-613
Author(s):  
Maya Sabatello ◽  
Mary Frances Layden
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Final Section ◽  
Children With Disabilities ◽  
Vulnerable Groups ◽  
Disability Rights ◽  
The World ◽  
Child Friendly ◽  
State Of Affairs ◽  
Successes And Challenges

Children with disabilities are among the most vulnerable groups in the world—and a children’s rights approach is key for reversing historical wrongs and for promoting an inclusive future. To establish this argument, this chapter explores the state of affairs and legal protections for upholding the rights of children with disabilities. It critically examines major developments in the international framework that pertain to the rights of children with disabilities, and it considers some of the prime achievements—and challenges—that arise in the implementation of a child-friendly disability rights agenda. The chapter then zooms in on two particularly salient issues for children with disabilities, namely, inclusive education and deinstitutionalization, and highlights the successes and challenges ahead. The final section provides some concluding thoughts about the present and the prospect of upholding the human rights of children with disabilities.

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

scholarly journals Patient-Centered Medical Home Knowledge and Attitudes of Residents and Faculty: Certification Is Just the First Step

2015 ◽  
Vol 7 (4) ◽  
pp. 580-588 ◽  
Author(s):  
Fadya El Rayess ◽  
Roberta Goldman ◽  
Christopher Furey ◽  
Rabin Chandran ◽  
Arnold R. Goldberg ◽  
...  
Keyword(s):  
Primary Care ◽  
Situated Learning ◽  
Medical Home ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Individual Interviews ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Level 3 ◽  
The Impact

ABSTRACT Background The patient-centered medical home (PCMH) is an accepted framework for delivering high-quality primary care, prompting many residencies to transform their practices into PCMHs. Few studies have assessed the impact of these changes on residents' and faculty members' PCMH attitudes, knowledge, and skills. The family medicine program at Brown University achieved Level 3 PCMH accreditation in 2010, with training relying primarily on situated learning through immersion in PCMH practice, supplemented by didactics and a few focused clinical activities. Objective To assess PCMH knowledge and attitudes after Level 3 PCMH accreditation and to identify additional educational needs. Methods We used a qualitative approach, with semistructured, individual interviews with 12 of the program's 13 postgraduate year 3 residents and 17 of 19 core faculty. Questions assessed PCMH knowledge, attitudes, and preparedness for practicing, teaching, and leading within a PCMH. Interviews were analyzed using the immersion/crystallization method. Results Residents and faculty generally had positive attitudes toward PCMH. However, many expressed concerns that they lacked specific PCMH knowledge, and felt inadequately prepared to implement PCMH principles into their future practice or teaching. Some exceptions were faculty and resident leaders who were actively involved in the PCMH transformation. Barriers included lack of time and central roles in PCMH activities. Conclusions Practicing in a certified PCMH training program, with passive PCMH roles and supplemental didactics, appears inadequate in preparing residents and faculty for practice or teaching in a PCMH. Purposeful curricular design and evaluation, with faculty development, may be needed to prepare the future leaders of primary care.

scholarly journals Socio-Demographic Factors Influencing the Use of Assistive Technology among Children with Disabilities in Malawi

2021 ◽  
Vol 18 (6) ◽  
pp. 3062
Author(s):  
Monica Jamali-Phiri ◽  
Ikenna D. Ebuenyi ◽  
Emma M. Smith ◽  
Juba Alyce Kafumba ◽  
Malcolm MacLachlan ◽  
...  
Keyword(s):  
Assistive Technology ◽  
Urban Areas ◽  
Structural Equation ◽  
Children With Disabilities ◽  
Unmet Need ◽  
Demographic Factors ◽  
Multiple Disabilities ◽  
Equation Modeling ◽  
Persons With Disabilities ◽  
Socio Demographic Factors

This paper aims to address the information gap on the influence of socio-demographic factors on access and utilization of Assistive Technology (AT) among children with disabilities in Malawi. Thus, it contributes towards the realization of the recommendations of the UN Convention on the Rights of Persons with disabilities and the development of a framework for creating an effective national AT policy. The paper used two statistically matched datasets, namely, the 2017 survey on Living conditions among persons with disabilities in Malawi and the 2015-16 Malawi Demographic and Health survey. Logistic regression and structural equation modeling techniques were utilized to assess the influence of socio-demographic factors on the use of AT among children with disabilities. The results indicate that there is a high level of unmet need for AT among young children aged 2 to 9 and those living in urban areas. The results further indicate that children with multiple disabilities have lower odds (OR = 0.924) of using AT for personal mobility compared to children with a single functional difficulty. These results entail that AT needs for children with multiple disabilities are not adequately addressed. Therefore, when developing policies on AT, younger children and those with multiple disabilities need to be specifically targeted.

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