When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania

2018 ◽  
Vol 5 (2) ◽  
pp. 91-98
Author(s):  
Mihaela Voinea ◽  
Ioana Roxana Topala ◽  
Alina Oana Bota
Keyword(s):  
School Culture ◽  
School Leadership ◽  
School Environment ◽  
Primary Schools ◽  
Research Question ◽  
Good Practice ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teachers Perceptions

Abstract The issue of integrating children with special educational needs in mainstream school is still debatable.However, there are situations where the integration of children with special educational needs is successful and all those involved are satisfied. What are the factors that contribute to achieving true integration? Is it about a certain school environment or some teachers? Is it about parent involvement or school leadership? To answer the research question of this study, we have raised the hypothesis that school culture (values, teachers’ perceptions on integration, leadership) determines the success of integration.The goal of this study is to analyse the educational actors’ perceptions (students, teachers, managers and parents) and the school culture which promotes human diversity.The study in question was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection.A questionnaire regarding students’ and teachers' perceptions on integration and focus-groups were used. A case study of a primary school (School N.O. from Brasov) was conducted.A number of 100 participants were included in the study, teachers, parents and students from primary schools of Brasov.One of the main conclusions of the research is that the integration of children with special educational needs depends on several factors: from the school culture that promotes social values such as tolerance, respect for difference, etc. to teachers directly involved in integration activities and parents who accept and understand the benefits of integration for all children.

scholarly journals The Child-Friendly School Program for Developing a Character School in the Primary Schools of Binjai City, Indonesia

2021 ◽  
Vol 2 (4) ◽  
pp. 575-582
Author(s):  
Indra Prasetia ◽  
Emilda Sulasmi ◽  
Susana Susana
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
School Culture ◽  
School Environment ◽  
Primary Schools ◽  
School Program ◽  
School Programs ◽  
Study Child ◽  
Child Friendly

This research is a qualitative research in the form of a case study. This research is conducted at Binjai State Elementary School, Indonesia. The purpose of this study is to implement a child-friendly school program and develop student character programmed in the Primary Schools of Binjai Ciy, Indonesia. The respondents of this study are principals and teachers. The results of this study are child-friendly school policies at Primary Schools of Binjai City encourage all school residents to care about the school environment and be anti-violent so that the atmosphere at school becomes healthy, safe and comfortable. The formation of the character of students through child-friendly schools Primary Schools of Binjai City is going well because the teachers at the school have formed the character of students including students who are diligent and diligent in learning, respect for teachers, discipline, respect each other so as to form a community friendly study. Child-friendly school programs are very effective in forming a safe and conducive school environment and supporting the development of student character, in addition to encouraging schools to develop infrastructure to support learning. The study also found that some schools still have obstacles in developing a school culture for the direction of child-friendly schools. In general, Primary Schools of Binjai City has implemented child-friendly education, where the school has attempted various programs and activities in implementing child-friendly education.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Stakeholders and opportunities of debt settlement as a values-based banking activity in Hungary

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zsuzsanna Győri ◽  
Borbála Benedek
Keyword(s):  
Research Question ◽  
Good Practice ◽  
Banking System ◽  
Financial Inclusion ◽  
Stressful Situation ◽  
Content Type ◽  
Main Research ◽  
The Poor ◽  
Lessons Learnt

Purpose The purpose of this paper is to discuss the stakeholders of debt settlement programmes in general and some lessons learnt from the most significant debt settlement programmes of recent years in Hungary. The study also presents a planned debt settlement programme in Hungary. The paper explores and details behaviours and motivations of different stakeholders in debt settlement in general and also with reference to a specific case study. As for its main research question, the paper seeks to identify the preconditions of a successful debt settlement programme with specially emphasis on the poor. Design/methodology/approach Data from semi-structured in-depth expert interviews, documents and former research papers were collected for identifying previous Hungarian debt settlement programmes and potential lessons learnt. After a general discussion, based on primary and secondary sources, a case study is presented to obtain a more comprehensive understanding of opportunities and challenges of debt settlement. Findings Six preconditions of successful debt settlement targeting the poor are identified. In the case study, the existence and relevance of these preconditions are tested: the main finding is that they all are important for solving the situations, so a partial solution is not sufficient. In the scope of the case study, more precisely within the planned innovative banking solution, the motivations of the bank and the coordinator NGO are identified. On the part of the bank, motivations for solving social problems (both as far as business and moral issues are concerned) are relevant, while – as for the other party – the situation of the debtor is important to understand so that opportunities of cooperation can be identified. In addition, as other stakeholders also influence the potentials of the programme, their cooperative attitude is also needed. Research limitations/implications Limitations consist in generalisation: the study presents some cases from one single country and finally it focuses only on one specific case in one specific social and economic context in Hungary. Having recognized this risk, the author opted for basing research questions on theory, documented the process in detail, and also used triangulation through applying a multiple data collection (interview, content analysis, literature review) method. Practical implications Besides presenting an academic understanding of the phenomena, the goal of the study is to contextualize and interpret the case, to help the realization of currently frozen initiatives and to promote similar future ones. Social implications Indebtedness is a stressful situation affecting families, smaller communities and broader society as well. The planned cooperation of BAGázs and MagNet tries to help people excluded from the banking system. So that a deeper debt trap can be avoided, the goal of this programme is to purchase, partially discharge and reschedule pre-accumulated debts of carefully selected people who have regular income and are willing to undertake bearable repayment. The idea is very innovative with literally no good practice to follow. The research seeks to clarify the pitfalls and opportunities to help the realization of the project and similar future ones. Originality/value A certain form of values-based banking concerns the financial inclusion of the poor, e.g. debt settlement. Nevertheless, over-indebtedness and the settlement of existing debts as well as the relevance of such issues to the financial inclusion are not emphasized enough in the literature or in practice. Besides presenting an academic understanding of the phenomena, the goal of the study is to contextualize and interpret the case, to help the realization of currently frozen initiatives and to promote similar future ones.

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.

The Use of the RRIR ICT Integration Model as an Instructional Planning Tool

2021 ◽  
pp. 113-135
Author(s):  
Leesha Nicole Roberts
Keyword(s):  
School Leadership ◽  
Primary Schools ◽  
Communication Technologies ◽  
Instructional Planning ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Ict Integration ◽  
Integration Model ◽  
Pedagogical Innovation ◽  
Teachers Perceptions

This chapter introduces the retrieve, revise, implement, and review (RRIR) ICT integration model, created by the author, to assist teachers in systematically planning lessons in information communication technologies (ICT). A case study design was used to collect data in two parts from Teachers in 30 primary schools in Trinidad and Tobago. The first part required the teachers to use the RRIR model log book for one school term. The second part used focus group sessions to inquire about the teachers' perceptions, pedagogical changes, and the factors influencing their decision to continue using the RRIR model log book. The data revealed four broad themes: support for pedagogical innovation, adaptability and intentional instructional changes, approaches to ICT integration, and school leadership. Overall, the teachers disclosed that the RRIR ICT integration model allowed them to plan their ICT integrated lessons reflectively. Concerning the school context, further research is needed to elucidate its impact since teachers reflected on barriers to the ICT integration process in schools.

Sign in / Sign up

Export Citation Format

Share Document