scholarly journals The influence of a course in inclusive education on changing pre-service teachers’ readiness to work with students with SEN

Educatia 21 ◽  
2021 ◽  
pp. 13-21
Author(s):  
Elena Marin ◽  
Keyword(s):  
Teacher Efficacy ◽  
Learning Environment ◽  
Inclusive Education ◽  
Confidence Level ◽  
Teaching Career ◽  
Training Course ◽  
Science Degree ◽  
Inclusive Learning ◽  
Training Courses ◽  
Education Science

Understanding teachers’ perspective towards inclusive education is seen as a decisive factor in making schools more inclusive. Given the increasing need to prepare pre-service teachers to face inclusion in the classroom as soon as they enter the teaching career, we consider appropriate to assess to which extend can a training course have an impact on the level of pre-service teachers to teach in inclusive classrooms. In this respect, final year students from Education Science degree that finalized a study course on the topic of inclusive education were invited to participate into this research by filling in a questionnaire based on the teacher efficacy for inclusive practices (TEIP) scale. Results show that even after taking a relatively short training course, it can bring about some statistically significant changes in pre-service teachers’ knowledge, attitudes and confidence level towards inclusion. Pre-service teachers that have participated to this study are generally in favor of going through training courses to acquire a special set of skills to thereby be able to work in an inclusive learning environment.

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

scholarly journals Environment-based approach to the management of an institution of inclusive education

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 7-13
Author(s):  
Nataliia Сhernenko ◽  
Oksana Sakalіuk
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Structural Components ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
Questionnaire Method

The article focuses on the problems related to the management of an educational institution applying the environment-based approach under conditions of an inclusive education model. The purpose of the article is to characterise the environment-based approach as a basis for the implementation of inclusive education in establishments of general secondary education. To achieve the goals and objectives of the study, these theoretical and empirical methods were used (analysis, synthesis, generalisation and systematisation of the basic provisions for the implementation of the environment-based approach into the practice of management of educational institutions specialised in inclusive education; questionnaire method). It is emphasised that the application of the environment-based approach to the management of an institution of inclusive education involves the formation and development of an inclusive learning environment taking into account its structural components: spatial-objective, content-centred and methodological, communicative-organisational. Some problems in the practical implementation of the environment-based approach have been revealed: education managers encounter the primary problems that are related to the implementation of inclusive education into establishments of general secondary education; they concern the issues regarding the development and improvement of the main structural components of an inclusive learning environment. The importance of a step-by-step implementation of the environment-based approach to the management of an institution of inclusive education (the diagnosis and modelling of the environment, the production of educational results), which will help create an inclusive learning environment in which children with special educational needs will feel most comfortable. It is concluded that the environment-based approach represents the strategy of indirect management in education and considers the environment as a key means of solving management-related problems of transferring an educational institution into the mode of inclusive education functioning and developing teachers’ readiness to master and implement inclusive education.

scholarly journals Inclusive Learning Environment for Pupils with Special Needs in General Educational Institution

2016 ◽  
Vol 2 (6) ◽  
pp. 148
Author(s):  
Marite Rozenfelde
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Institution ◽  
Value Orientation ◽  
Inclusive Learning ◽  
Learning Development ◽  
Education Process

<em>The paper is focused on the analysis of the role of education's environment in implementation of the inclusive education process for pupils with special needs: the most significant prerequisites for successful learning, development of pupils' interaction culture and value orientation are determined; options for the presence, participation in the learning process and ensuring of achievement for all included pupils with special needs are dealt with</em>

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

Training Courses for Delegates

1970 ◽  
Vol 10 (111) ◽  
pp. 327-327
Keyword(s):  
Red Cross ◽  
Humanitarian Law ◽  
Close Collaboration ◽  
Training Course ◽  
Geneva Conventions ◽  
Training Courses ◽  
The Subject

The ICRC organized its first “ training course for delegates ” in Geneva from 11 to 14 May.The theory lessons (humanitarian law, Geneva Conventions) and practical lessons (delegates' activities on mission), which were introduced by various ICRC collaborators, the Swiss Red Cross and medical experts, were prepared in close collaboration with the Henry Dunant Institute. During the seminar, Professor O. Reverdin gave a lecture on the subject “ Switzerland and the concept of neutrality ”.

scholarly journals EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
V. Liubarets ◽  
H. Vasylieva
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Institution ◽  
Quality Education ◽  
School Life ◽  
Active Involvement ◽  
Inclusive Learning ◽  
Level Of Knowledge ◽  
General School ◽  
Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

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