scholarly journals INCLUSIVE EDUCATION: PREPARATION OF TEACHERS, CHALLENGES IN CLASSROOM AND FUTURE PROSPECTS

2011 ◽  
Vol 28 (2) ◽  
Author(s):  
Malik Ghulam Bhehlol
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Structured Interview ◽  
Future Prospects ◽  
Learning Aids ◽  
Regular Classrooms ◽  
Inclusive Schools ◽  
Proper Training ◽  
Research Questions ◽  
Teaching Learning

The focus of this study was to examine the preparation of teachers, challenges in classroom and future prospects of inclusive education system in Pakistan. The major research questions of the study were: What is the attitude of teachers working in inclusive schools towards inclusive education? What is the preparation level of teachers working in the inclusive schools? What are the challenges faced by the teachers in these schools along with the future prospects of inclusive education system in Pakistan. It was a descriptive study and the researcher used semi-structured interview and accessibility checklist to collect qualitative and quantitative data to answer the research questions. The validated instruments were administered to six principals and twelve teachers working in inclusive schools. The study revealed that the teachers working in the inclusive education schools have not got proper training to work with the students having special needs. Moreover the accessibility of school infrastructure does not address the needs of all student. Curriculum, equipments, teaching learning aids and assessment methods also need to be readjusted. Principals and teachers have mixed opinions (positive as well as negative) about the success of inclusive education system in mainstream schools. They suggested that government may invest more financial and technical resources to train teachers and provide technological equipments if they want to integrate students with special into regular classrooms.

scholarly journals Including Children with Autism Spectrum Disorder in Regular Schools: A Mother’s Perspective

2020 ◽  
pp. 137-142
Author(s):  
Low Hui Min ◽  
Lee Lay Wah
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Learning Aids ◽  
Children With Asd ◽  
Students With Autism

Since the implementation of 'Educational Blueprint 2013-2025' and 'Zero Reject Policy' in Malaysia, there are increasingly efforts from the Malaysian Ministry of Education to include students with Autism Spectrum Disorder(ASD) into regular mainstream education. A case study investigation was conducted with a mother with two children with different severity levels of ASD. In a semi-structured interview, the mother described her experiences and aspirations of education arrangements for both her children. Through the eyes of a mother, we find a strong belief that children with ASD could learn like others when given adequate opportunities and learning aids. This unique case study offers an archetypical representation of issues and challenges faced by parents of children with ASD in Malaysia, in advocating for inclusive education for their children.

scholarly journals Educação e sua Importância no Processo de Inclusão de Crianças com TDAH: Inquietações a serem enfrentadas no Ensino Regular / Children with ADHD: Concerns to be Faced in Regular Education

2021 ◽  
Vol 15 (58) ◽  
pp. 726-736
Author(s):  
Eliane Da Silva Ferreira Moura ◽  
Fabiana Correia Bezerra
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Regular Education ◽  
Structured Interview ◽  
Students With Special Needs ◽  
Equity In Education ◽  
Hyperactivity Disorder ◽  
Adequate Information ◽  
Teaching Learning

Resumo: O intuito da pesquisa foi conhecer a importância da educação de acordo com o processo de inclusão, o que afirmam os pesquisadores acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Quanto ao processo metodológico, foi realizada pesquisa bibliográfica com abordagem qualitativa e estudo de caso com entrevista semiestruturada. Os efeitos apontaram as dificuldades de adaptação por conta da falta de qualificação específica dos professores no ensino regular, falta de conhecimento por parte das famílias, dificuldades de aprendizagens e deficiência quanto à equidade no ensino. Concluiu-se que a educação inclusiva ainda está se moldando e se adaptando, seja na sociedade ou nas políticas públicas. Ao mesmo tempo em que parte da dificuldade de aprendizagem desses alunos com necessidades especiais, é dos pais sem informação adequada e os profissionais da educação, como também a sociedade e a comunidades escolares sem nenhuma formação ou informações adequadas. Palavras-chave: Ensino-aprendizagem. Inclusão. Transtorno de Déficit de Atenção e Hiperatividade. Capacitação.   __________________________ Abstract: The purpose of the research was to know the importance of education according to the inclusion process, which researchers claim about Attention Deficit Hyperactivity Disorder (ADHD). As for the methodological process, a bibliographical research was carried out with a qualitative approach and a case study with semi-structured interview. The effects pointed out the difficulties of adaptation due to the lack of specific qualification of teachers in regular education, lack of knowledge on the part of families, learning difficulties and deficiencies in terms of equity in education. It was concluded that inclusive education is still shaping and adapting, whether in society or in public policies. While part of the learning difficulty of these students with special needs is parents without adequate information and education professionals, as well as society and school communities without any training or adequate information. Keywords: Teaching-learning. Inclusion. Attention Deficit Hyperactivity Disorder. Training.

scholarly journals PERAN BIMBINGAN DAN KONSELING DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF

2020 ◽  
Vol 1 (3) ◽  
pp. 154-167
Author(s):  
A. Hari Witono
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
School Management ◽  
Educational Goals ◽  
Guidance And Counseling ◽  
Strategic Role ◽  
Education Model ◽  
Teaching Learning

Guidance and Counseling (BK) has become a unity in the over all education system. It can be seen from formal education, non-formal and informal education as well. It is also included in the inclusive education model, the service has become a unity and strength in the education system, namely school management-administration and teaching learning process. The three educational services, can be a strength in services to achieve the educational goals. The implementation of BK for inclusive education has a very strategic role for students, namely services for (1) Orientation, (2) Information, (3) Data collection (appraisal), (4) Consultation, (5) (Counseling), and Referral.

scholarly journals Inclusive Education at Primary Level: Reality or Phantasm

2014 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Itfaq Khaliq Khan ◽  
Malik Ghulam Behlol
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Structured Interviews ◽  
Government Schools ◽  
Technological Support ◽  
Learning Aids ◽  
The Government ◽  
Teaching Learning

The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

scholarly journals Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Kyle Robinson
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
Role Expectations ◽  
Exceptional Students ◽  
School Teachers ◽  
Regular Classrooms ◽  
Functional Learning ◽  
Teachers Perspectives

In Canada little research has been conducted on inclusive education practices in secondary schools. The purpose of this study is to report, for a diverse group of four secondary school teachers in a single school board in southeastern Ontario, their descriptions of facilitating the inclusion of exceptional students in general classrooms. The four teachers were recruited using an email referral method. Each of them participated in a semi-structured interview about their educational roles and role expectations, and about their reported instructional methods for inclusion. Seven categories emerged from the analyzed data, and these were clustered to form three themes: Structures and People, Meeting Everyone’s Needs, and Knowing Your Students. The findings suggest that the participants in this study were facilitating inclusion of exceptional students in regular classrooms by considering how the students’ functional needs impact their learning; most considered the functional learning and assessment needs of all students, not just exceptional students.

scholarly journals The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia

2019 ◽  
Vol 31 (2) ◽  
pp. 177
Author(s):  
Tadesse Tedla ◽  
Dawit Negassa
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Main Tool ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Deaf Children ◽  
Inquiry Approach ◽  
Preparatory Schools ◽  
Teaching Learning

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

scholarly journals The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

2021 ◽  
Vol 6 ◽  
Author(s):  
Nida Khaleel ◽  
Mohamed Alhosani ◽  
Ibrahim Duyar
Keyword(s):  
Public Schools ◽  
General Education ◽  
Inclusive Education ◽  
United Arab Emirates ◽  
School Principals ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Effective Implementation ◽  
Inclusive Schools

After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.

Developing Inclusive Schools in South Africa

2018 ◽  
Author(s):  
Petra Engelbrecht
Keyword(s):  
South Africa ◽  
South African ◽  
Inclusive Education ◽  
Education System ◽  
Learning Needs ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Diverse Learning ◽  
Wide Range ◽  
Inclusive Schools

In South Africa, new legislation and policies on inclusive education in the post-apartheid era since 1994 have placed a strong emphasis on equity, equality, and human rights, as defined in the South African Constitution. As a result, a White Paper on building an inclusive education and training system was published in 2001. It acknowledges the failure of the education system to respond to the barriers to learning and development experienced by a substantial number of learners, including diverse learning needs caused by, for example, language, socioeconomic, or gender issues as well as disabilities. This policy document describes inclusive education as being based on the ideals of equity and equality and as a result recognizing and respecting learner and learning diversity within mainstream schools. As stated in the policy, in practice this means identifying and removing barriers in the education system to ensure that the full range of diverse learning needs are met in mainstream classrooms as well as providing support to learners and teachers in addressing barriers to learning and development. Research studies on the implementation of inclusive education in South Africa, however, are finding that despite the development of a wide range of implementation guidelines since 2007, complex interrelated issues continue to complicate the development of successful inclusive schools. These issues include a continued divergence of views of inclusive education with a continuing strong belief in special education and separate educational settings by most teachers, therefore leading to a resultant lack of clarity regarding the implementation of inclusive education at the level of local practice in schools and classrooms. These differences in the understanding of inclusive education and its enactment in diverse school contexts also bring the question of power and agency into South African debates about inclusive education: who should decide which version of inclusive education should be the goal of the development of inclusive education in a specific school district or a specific school. Furthermore, contextual issues including the lack of financial and human resources, for example effectively trained teachers, effectively functioning district educational support teams for schools in specific school districts, lack of textbooks, and overcrowded classrooms, play a dominant role in the development of effective inclusive schools.

scholarly journals The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia

2019 ◽  
Vol 31 (2) ◽  
pp. 177
Author(s):  
Tadesse Tedla ◽  
Dawit Negassa
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Main Tool ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Deaf Children ◽  
Inquiry Approach ◽  
Preparatory Schools ◽  
Teaching Learning

The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

scholarly journals Inclusive Education in Government Primary Schools: Teacher Perceptions

2017 ◽  
Vol 4 (1) ◽  
pp. 32 ◽  
Author(s):  
Itfaq Khaliq Khan ◽  
Shujahat Haider Hashmi ◽  
Nabeela Khanum
Keyword(s):  
Teacher Perceptions ◽  
Inclusive Education ◽  
Primary Schools ◽  
Severe Disabilities ◽  
Structured Interview ◽  
Government Schools ◽  
Primary School Teachers ◽  
Interview Method ◽  
Regular Classrooms ◽  
Structured Questionnaire

<p>The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.</p>

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