scholarly journals Inclusive Special Education in Tonga: Policy and Practice

2021 ◽  
Author(s):  
◽  
Meleana Koloto
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Culturally Appropriate ◽  
Policy And Practice ◽  
Post Secondary ◽  
Data Collection And Analysis ◽  
Strength Based ◽  
Education And Development ◽  
Inclusive Special Education

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

scholarly journals Inclusive Special Education in Tonga: Policy and Practice

2021 ◽  
Author(s):  
◽  
Meleana Koloto
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Culturally Appropriate ◽  
Policy And Practice ◽  
Post Secondary ◽  
Data Collection And Analysis ◽  
Strength Based ◽  
Education And Development ◽  
Inclusive Special Education

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

Educational Policy and Practice Contexts

2019 ◽  
pp. 39-66
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Individual Rights ◽  
Education Policies ◽  
Policy And Practice ◽  
Relative Risks ◽  
Culturally Based ◽  
The Individual ◽  
The U.S

Chapter 3 lays the groundwork for understanding how educators incorporate national special education policies into their local, culturally based practices. It examines national disability policies and services in Japan, South Korea, Taiwan, and the U.S. Special education policies in all four nations have been influenced by the contemporary, international trend of inclusive education. Yet the ways in which policymakers and educators have responded to such international initiatives, which reinforce the individual rights of children with disabilities, vary cross-culturally. Such variation partly reflects culturally based differences in how the relative risks of disability labels and the benefits of specialized support are weighted, especially for these children whose functioning is at the border of “typical development” and “having disabilities.”

scholarly journals Transforming Inclusive Education: Nine Tips to Enhance School Leaders’ Ability to Effectively Lead Inclusive Special Education Programs

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Cammy Romanuck Murphy
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Assistant Principals ◽  
Training Programs ◽  
School Leaders ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Special Education Programs ◽  
Inclusive Special Education

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.

scholarly journals Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities

2018 ◽  
Vol 2 (4) ◽  
pp. 248
Author(s):  
Cammy D. Romanuck Murphy
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Inclusive Education ◽  
Educational Leaders ◽  
Successful Implementation ◽  
District Leaders ◽  
Education Programs ◽  
Roles And Responsibilities ◽  
Problem Solvers ◽  
Inclusive Special Education

<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>

Using Ethnographic Approaches to Co-Construct Strategies for Success With Students With Dyslexia

2022 ◽  
pp. 584-598
Author(s):  
Barbara Fogarty-Perry ◽  
Margaret McKenzie
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Methodological Approach ◽  
Teacher Perspectives ◽  
Success Strategies ◽  
Project Work ◽  
Persons With Disabilities ◽  
Post Secondary ◽  
United Nations Convention

This chapter takes a dual focus/lens to applying and performing research methods in inclusive and special education in a tertiary/post-secondary setting with a group of students with dyslexia. It links the core ideas of United Nations Convention on the rights of persons with disabilities Article 24, Inclusive Education to describing the development and implementation of a co-constructed, collaborative project to identify success strategies for students with dyslexia, utilizing both student and teacher perspectives and experiences, and examines the fit of utilizing ethnographic approaches in this. As practitioner –researchers, authors provide a narrative case study of a project which was developed/co-constructed to respond to a set of identified needs for a group of students presenting with dyslexia. Authors then examine how the project practices link to research methodology, particularly ethnography, and produce both a set of strategies to work inclusively in the future with students with dyslexia and also construct a methodological approach within the lens of new ethnography. This serves to theories both the project work and guidelines for future use of ethnographic approaches for research in the field of inclusive and special education.

Using Ethnographic Approaches to Co-Construct Strategies for Success With Students With Dyslexia

2020 ◽  
pp. 273-287
Author(s):  
Barbara Fogarty-Perry ◽  
Margaret McKenzie
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Methodological Approach ◽  
Teacher Perspectives ◽  
Success Strategies ◽  
Project Work ◽  
Persons With Disabilities ◽  
Post Secondary ◽  
United Nations Convention

This chapter takes a dual focus/lens to applying and performing research methods in inclusive and special education in a tertiary/post-secondary setting with a group of students with dyslexia. It links the core ideas of United Nations Convention on the rights of persons with disabilities Article 24, Inclusive Education to describing the development and implementation of a co-constructed, collaborative project to identify success strategies for students with dyslexia, utilizing both student and teacher perspectives and experiences, and examines the fit of utilizing ethnographic approaches in this. As practitioner –researchers, authors provide a narrative case study of a project which was developed/co-constructed to respond to a set of identified needs for a group of students presenting with dyslexia. Authors then examine how the project practices link to research methodology, particularly ethnography, and produce both a set of strategies to work inclusively in the future with students with dyslexia and also construct a methodological approach within the lens of new ethnography. This serves to theories both the project work and guidelines for future use of ethnographic approaches for research in the field of inclusive and special education.

Differentiation, Special Education and Equality: A Longitudinal Study of Self-Concepts and School Careers of Students in Difficulties and with or without Special Education Support Experiences

2003 ◽  
Vol 2 (2) ◽  
pp. 245-261 ◽  
Author(s):  
Ingemar Emanuelsson
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Student Characteristics ◽  
Individual Student ◽  
Compulsory School ◽  
Post Secondary ◽  
Self Confidence ◽  
Education Support ◽  
School Careers

The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post-secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approximately 8000 Swedish students, born in 1982 and followed from school start-up through post-secondary school to the age of 19. Allocation of special education resources is found more clearly related to school needs of differentiation than to individual student characteristics. The amount and kind of special education support are also related to self-confidence and students' choice of and success in post-secondary school programmes. Conclusively, most of an individual student's education career possibilities are determined early, often in the compulsory school. Such patterns are related to the overruling aim of inclusive education in ‘a school for all’. More proactive roles for support teachers are discussed.

scholarly journals IMPLEMENTASI PELAKSANAAN PENDIDIKAN INKLUSI DI SD BINA HARAPAN SEMARANG

2019 ◽  
Vol 3 (1) ◽  
pp. 257
Author(s):  
Eka Sari Setianingsih ◽  
Ikha Listyarini
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Data Collection ◽  
Human Resources ◽  
Qualitative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
School Administration ◽  
Children With Special Needs ◽  
New Students

The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.

scholarly journals Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Pedagogika ◽  
2021 ◽  
Vol 141 (1) ◽  
pp. 190-213
Author(s):  
Alvyra Galkienė
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Educational System ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Integrated Education ◽  
Educational Effort ◽  
Design For Learning ◽  
Qualitative Evolution ◽  
Inclusive Special Education

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

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