scholarly journals The Albanian School Facing the Difficulties for an Education Close to the Needs of the Children with Special Needs

2015 ◽  
Vol 3 (2) ◽  
pp. 8
Author(s):  
Ambera Duka ◽  
Ermira Tati
Keyword(s):  
Focus Groups ◽  
Special Needs ◽  
Education For All ◽  
Children With Special Needs ◽  
Equal Opportunities ◽  
Teaching Process ◽  
Empirical Survey ◽  
Number Of Children ◽  
Students With Autism ◽  
New Challenges

The inclusion in education, is defined as the most favorable mean that creates the equal opportunities in education for all the children, with or without disabled abilities. The increase of the number of children with special needs and especially with those with autism within the classes, but this is followed with new challenges for the teachers of the inclusive classes in the Albanian schools. The problems of the teaching task of the teachers in these classes are a lot, but to minimize them the teaching process worldwide is paying too much favorable space by analyzing and orientations to make these problems a bit slighter. This research aims to be an empirical survey, while from its nature and condition to be qualitative. For the collection of the datas and statistics are used observations, interviews and focus groups. And as for the target group are considered the classes and the teachers that have in their members students with autism.

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

THE ROLE OF SHADOW TEACHER IN LEARNING MANAGEMENT OF CHILDREN WITH SPECIAL NEEDS IN PAUD TERPADU INKLUSI BINA INSAN KREATIF TASIKMALAYA

2021 ◽  
Vol 5 (2) ◽  
pp. 331
Author(s):  
Yuli Salis Hijriyani ◽  
Fenty Andriani ◽  
Rosidin Rosidin
Keyword(s):  
Special Needs ◽  
Field Research ◽  
Qualitative Approach ◽  
Education For All ◽  
Children With Special Needs ◽  
Education Services ◽  
Roles And Responsibilities ◽  
Childhood Education ◽  
Inclusion Education

As part of inclusion education, Education for All (EfA) or Pendidikan untuk Semua (PuS) has six main programs, including the inclusion program of Early Childhood Education (Pendidikan Anak Usia Dini or PAUD). This article is compiled based on a qualitative approach, which is a type of field research and presented descriptively. This article highlights the role of Shadow Teacher as one of the main keys to the success of inclusion education in PAUD Terpadu Inklusi Bina Insan Kreatif (BIK) in Tasikmalaya city. The findings of the article show that Shadow Teacher has a variety of relatively different roles and responsibilities than class teachers. But it plays a big role in helping the success of learning carried out by class teachers, especially related to Children with Special Needs (Anak Berkebutuhan Khusus or ABK). In undergoing its roles and responsibilities, Shadow Teacher applies various strategies to assist the development of ABK students, in the academic, non-academic and self-developed fields. Furthermore, the PAUD Terpadu Inklusi BIK institute has such a crucial policy related to improving the quality, qualifications and competency of Shadow Teacher that it can provide better inclusion education services for ABK students in particular, and for other stakeholders in general.

Inclusive Classes in Physical Education: Teachers' Difficulties

2016 ◽  
Vol 19 (1) ◽  
pp. 25-33
Author(s):  
Gabriela Gallucci Toloi ◽  
Eduardo José Manzini ◽  
Diego Machado Spoldaro ◽  
Lucas Ventura Zacarias
Keyword(s):  
Physical Education ◽  
Focus Groups ◽  
Special Needs ◽  
Analysis Data ◽  
Physical Education Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Verbal Interactions ◽  
Inclusive Settings ◽  
Interview Guide

Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.

scholarly journals Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya)

2020 ◽  
Vol 1 (2) ◽  
pp. 134-142
Author(s):  
Bedha Tamela ◽  
Joni Bungai ◽  
Wawan Kartiwa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Document Analysis ◽  
Substantial Improvement ◽  
Education For All ◽  
Children With Special Needs ◽  
Inhibiting Factors ◽  
Factors Influencing ◽  
Current Implementation ◽  
The Right

Every Indonesian citizen has the right to get education according to Article 31 paragraph (1) of the 1945 Constitution. To date, education for children with special needs (Anak Berkebutuhan Khusus/ABK) is held separately from the majority one. The separation, further, leads to the idea of inclusive education for all. This research aims to describe the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangkaraya City. Besides, it looks for the supporting and inhibiting factors in its implementation. The data derived from observation, interviews and document analysis. The results confirm that the current implementation of inclusive education still needs substantial improvement and support, primarily in terms of qualified teaching staffs, facilities/infrastructure and funding. We found eleven supporting factors and four inhibiting factors influencing the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangka Raya City.

scholarly journals "Disabilities" of Additional Education for Children

2015 ◽  
Vol 7 (3) ◽  
pp. 51-60
Author(s):  
E.V. Arzhanykh ◽  
O.А. Gurkina
Keyword(s):  
Focus Group ◽  
Special Needs ◽  
Education Program ◽  
Children With Special Needs ◽  
Educational Service ◽  
Older Children ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Number Of Children ◽  
Additional Education

One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older children are, the harder they get the educational service. The most deprived group are children with intellectual disabilities.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

PENDIDIKAN INKLUSIF DI TINGKAT SEKOLAH DASAR

2016 ◽  
Vol 9 (1) ◽  
pp. 9
Author(s):  
Erni Murniarti ◽  
Nouf Zahrah Anastasia
Keyword(s):  
Public Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Time ◽  
Education For All ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
Special Needs Education ◽  
Education Strategy

In 1994, it has been set Salamanca Statement and Framework for Action on Special Needs Education which contains about the importance of Education for all including education for children with special needs. In the development time, it was then born the idea of inclusive education is friendly public education for all children without exception. In Indonesia, 10 years ago, the Indonesian government has shown the attitude to education for children with special needs to enact legislation governing the national education system and also specifically on inclusive education in Indonesia. But along the way, there are still many schools that still not understand the concept, implementation, and strategies on the implementation of the inclusive education. The purpose of this paper is to explain theconcept, how the implementation and strategies that can be done in the implementation of inclusive education.Keywords : inclusive education, the concept of inclusive education, the implementation of inclusive education, inclusive education strategy

scholarly journals Dokter Lubis Program

2018 ◽  
Vol 1 (2) ◽  
pp. 6
Author(s):  
Siti Marlina
Keyword(s):  
Special Needs ◽  
School Children ◽  
Healthy Lifestyle ◽  
Children With Special Needs ◽  
Healthy Life ◽  
Prevention Services ◽  
Number Of Children ◽  
Peer Educator ◽  
Healthy Life Style ◽  
Community Movement

.....The Indonesian government via a program called Healthy Living Community Movement (GERMAS) emphasizes the principle of healthy life style for community, family and individual to create healthy nation estimated number of children with special needs in Indonesia in 2015 is about 7-10% of the total number of children. In this regards, children with special needs should be assisted to achieve their better condition of health through healthy lifestyle. Handling of children with special needs aims at emphasizing the potential of the children rather than focusing on their barriers, and also maintaining an optimistic attitude to be able to provide medical, psychological, and prevention services. The various conditions of children with special needs are not an excuse to avoid them, but rather generate awareness on respect to the diversity of individuals and give attention and services as ideal as they need. One effort developed to handle children with special needs is the ‘Dokter Lubis’ program (school children as peer educator for children with special needs) which includes promotive, preventive, curative and rehabilitative activities......

scholarly journals Organization of the inclusive education of children with special needs in Ukraine: modern accentuations

2020 ◽  
pp. 140-160
Author(s):  
Валентина CЕРГЕЄВА
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Environment ◽  
Quality Education ◽  
Education For All ◽  
Children With Special Needs ◽  
Legal Basis ◽  
High Quality ◽  
High Quality Education ◽  
Educational Paradigm

 The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.

scholarly journals Education for All: Education for Children with Special Needs and Relation to Anti-Multiculturalism Practices

2021 ◽  
Vol 8 (8) ◽  
pp. 495
Author(s):  
Choiriyah Choiriyah
Keyword(s):  
Special Needs ◽  
Life Skills ◽  
Empirical Studies ◽  
Journal Article ◽  
Daily Activities ◽  
Education For All ◽  
Children With Special Needs ◽  
Mutual Respect ◽  
Different Cultures

The purpose of writing this article is to find out the problem of anti-multiculturalism in the education of children with special needs and its solutions in overcoming various problems of multiculturalism in the practice of education and teaching of children with special needs. Teaching Children with Special Needs often faces obstacles and difficulties as a result of their usual exit, namely in the form of obstacles to their daily activities. This research is qualitative by describing data from empirical studies and reviewing studies from journal article publications. The findings show that educational for All is a program that supports the development of the practice of respecting different cultures, different races, cultures, social strata, different physical, psychological, and intellectual conditions. Multiculturalism has succeeded in supporting the creation of togetherness, mutual respect, accepting shortcomings and strengths are attitudes that should be inherent in the generation of anti-multiculturalism. The role of multiculturalism in education for children with special needs in schools is directed at developing personality and life skills so that they are able to participate in society.

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