PERCEPTION OF TEACHERS AND EDUCATORS ABOUT THE APPLICATION OF INCLUSION IN SCHOOLS AND KINDERGARTENS

2021 ◽  
Author(s):  
Suada Aljković Kadrić ◽  
◽  
Admir Muratović ◽  
Ibro Skenderović ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Quality Education ◽  
Equal Opportunities ◽  
Social Emotional ◽  
Similarities And Differences ◽  
European Standards ◽  
Laws And Policies ◽  
The Right

A large number of laws and policies that guarantee all children (regardless of differences and specifics) the right to quality education and equal opportunities for development have been adopted to bring the education system in line with European standards. One of these projects is inclusive education. Inclusive education means that schools and kindergartens should accept all children regardless of their physical, intellectual, social, emotional, linguistic and other characteristics. Teachers and educators in schools and kindergartens should nurture an inclusive culture and by their behavior provide examples and models of implementing inclusion in groups. The paper presents the attitudes of teachers and educators on the application of inclusion, which clearly shows their similarities and differences.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

Pedagogy of Inclusion

2018 ◽  
pp. 87-102
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Inclusive Classroom ◽  
Gifted Children ◽  
Social Emotional ◽  
Right To Education ◽  
The World ◽  
The Right ◽  
Relevant Pedagogy

For far too long, in all parts of the world, the most vulnerable members of society have been excluded from schools. All children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, including disabled and gifted children, have the right to education and the relevant pedagogy of inclusion. The teaching methods used should accommodate all members of the society. People who are planning the teaching strategies should also know that people learn better when they do things. The purpose of this chapter is to determine how the theory of constructionism can be applied in the teaching and learning of students in the inclusive education. Information collected from literature on teaching and learning in inclusive education is critically analyzed through the theory of constructionism. Various theorists found that constructionism is relevant to an inclusive classroom since it encourages learning by doing.

scholarly journals BUILDING A MORE EQUITABLE SOCIETY, THROUGH INCLUSIVE EDUCATION AND THE SUCCESSFUL TEACHER WORK

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dorina Qirjako Gjikoka
Keyword(s):  
Inclusive Education ◽  
Young Person ◽  
Quality Education ◽  
Learning Needs ◽  
Access To Education ◽  
Group Instruction ◽  
Human Rights Treaties ◽  
Unesco Convention ◽  
Teacher Work ◽  
The Right

If the right to education for all is to become a reality, all learners must have access to quality education that meets basic learning needs and enriches lives. The UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the basis of socially ascribed or perceived differences, such as gender, sexuality, ethnicity, language, religion, nationality, economic condition and/or ability. Education should not be simply about making schools available for those who are already able to access them. Instead, it is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access equal opportunities for quality education, as well as in removing those barriers and obstacles that lead 49 to marginalization and exclusion. Education systems should be made inclusive and equitable; that is, every child and young person should have access to education that is welcoming and responsive to his or her characteristics and needs (UNESCO, 2012). Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs retouching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. The existing research does indicate, however, that well-designed classroom testing programs bear a positive relationship to later student achievement.

scholarly journals Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

2020 ◽  
Vol 12 (11) ◽  
pp. 4626 ◽  
Author(s):  
Marta Medina-García ◽  
Luis Doña-Toledo ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Teaching Staff ◽  
Equal Opportunities ◽  
Education Policies ◽  
High Knowledge ◽  
Attention To Diversity ◽  
The Right ◽  
Development Objectives ◽  
Positive Effect

Equal opportunities is an objective to be achieved in a sustainable society, as formulated by various sustainable development objectives. Inclusive education refers to the right of all people to education, guaranteeing the presence, participation, and progress of all students and, above all, equal opportunities. However, today, it is a dual and controversial issue, as it appears among the strategies and objectives planned at international and European levels, but its application and real development is still far from being a right with guarantees. Moreover, the concept of integration remains in most areas and many education policies. Therefore, the objective of this work is to establish which integration and inclusion measures favor equal opportunities. The study offers, as a major novelty, the results of empirical research, which provides a scientific framework to this process of equal opportunities. It is approached from the perspective of teaching staff with a sample of 133 professionals. The results are analyzed through factorial analysis and multiple linear regression. The results show that the aspects related to inclusion (measures of attention to diversity, high knowledge about inclusion, and adapting the system to inclusion) have a significant positive effect. The integration of students reduces equal opportunities in a statistically significant way. The results are of interest for educational policies and for decision-making and strategies to achieve sustainability and inclusion in the school environment.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Equal Opportunities for all Albanian Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 33-38
Author(s):  
Gentjana Taraj
Keyword(s):  
Inclusive Education ◽  
Special Education Students ◽  
Successful Implementation ◽  
Equal Opportunities ◽  
Education Students ◽  
Special Schools ◽  
Learning Differences ◽  
Inclusive Curriculum ◽  
Mainstream Education ◽  
The Right

AbstractInclusive education guarantees the right of education for every child despite their physical and/or mental disabilities. In other words inclusion aims at placement of special education students in general classrooms giving learners equal possibilities of education within the differences in their abilities to learn. Unfortunately, the implementation of inclusive education in Albania is still facing lots of difficulties. Traditionally, Albanian children with disabilities are segregated into separate learning environments. However, during the last two decades attempts are made to integrate them in the mainstream education. Although we are far from a successful implementation of inclusive education we consider it as very important since it maximizes the learning experiences of both mainstream and disabled learners. In this paper, the factors related to the inclusion of learners with disabilities in the mainstream education are discussed. Drafting of an inclusive curriculum which is the same for all schools and all learners, whether they are in mainstream or special schools is considered as crucial. The paper raises the questions of changing the attitude of educators in regard to learners with disabilities, increasing their professional knowledge about the learning differences as well as highlighting the tools of how to address each of them so that equal possibility to gain knowledge within the limits of capability are given to all learners. The significance and relevant effects of these factors will be the basis of the conclusion of this paper.

scholarly journals ARRAKASTA Program: the key to achieve university studies in equal opportunities for young people who come out of the protection system

2021 ◽  
Author(s):  
Joana Miguelena ◽  
Paulí Dávila ◽  
Luisma Naya ◽  
Joxe Garmendia
Keyword(s):  
Higher Education ◽  
Young People ◽  
Children And Adolescents ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Protection System ◽  
Equal Opportunities ◽  
Agenda 2030 ◽  
The Right ◽  
Keywords Education

Agenda 2030 has set out the objectives to be met over the next 15 years in order to achieve sustainable development, among these are those related with education. Education must be a right for all people, as well as being of quality, inclusive, fair and uninterrupted throughout life. This article explains the objectives of Agenda 2030 related to education, focusing on the right to education and equal opportunities in higher education. To this end, the ARRAKASTA programme promoted by the UPV/EHU is used as a model. This programme seeks the protection and social inclusion of children and adolescents, as well as the entry of young people into university and the successful completion of higher education. This article covers the implementation, development and perceptions of the students involved in this program. Participants ’initial perceptions make it clear that this program goes beyond the“ shielding ”of their higher education, creating expectations, breaking the boundaries of children and adolescents cared for in the protection system, and changing the perspectives, expectations and horizons of different agents, and most importantly, guaranteeing an inclusive education. KEYWORDS: Education, Riht to Education, Equal Opportunities, Quality Education, Inclusive Education

scholarly journals Perspective on Transformative Educational Interventions Developed for Empowerment and Capacitation of Learners in South Africa

2020 ◽  
Vol 10 (6) ◽  
pp. 186
Author(s):  
Isaiah Mmatipe Sefoka ◽  
Kolawole Sola Odeku
Keyword(s):  
South Africa ◽  
Human Capital ◽  
Educational Interventions ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
The Past ◽  
Laws And Policies ◽  
The Right ◽  
And Training

In South Africa, progressive transformative educational interventions have been implemented since the country became a democratic government in 1994. These interventions were meant to eliminate all past colonial and apartheid eras educational segregation laws and policies which denied the black majority access to quality education. This paper explains the intrinsic contents and contexts of these interventions by demonstration how these interventions are being used to redress the past educational segregation and injustices. It highlights that the Constitution provides for the right to education and that other legislation, policies and educational institutions were introduced to enable and ensure the delivery of quality education to learners in order to make them competent and employable in the workplaces and/or to establish their own businesses and be self-employed. The paper concludes that in order to develop capable and competent human capital and resources, access to and delivery of quality education and training are essential potent tools to accomplish this feat.

scholarly journals THE ROLE OF SELECTED SCHOOL STAFF IN THE INCLUSIVE EDUCATION SYSTEM OF THE CZECH REPUBLIC

2020 ◽  
Vol 4 ◽  
pp. 130
Author(s):  
Monika Smolíková ◽  
Lucia Pastieriková
Keyword(s):  
Czech Republic ◽  
Inclusive Education ◽  
Education System ◽  
Primary Schools ◽  
Quality Education ◽  
School Staff ◽  
Teaching Staff ◽  
The Czech Republic ◽  
The Individual

The inclusive trends of the mainstream of the education system in the Czech Republic not only affect legislative and economic changes, but the quality education platform is also determined by the arrangement of normal conditions in such a way as to create adequate space for all participating individuals. The key role of quality education in inclusive education is played by both the guidance system and the pedagogical and non-pedagogical staff of individual schools. Qualitatively Oriented Research of the Student Grant Competition of the Palacký University in Olomouc “Research of inclusion in individuals with special needs” (IGA_PdF_2019_024) builds on several years of research of the Institute of Special and Educational Studies. From the methodological point of view the qualitative design of the research was chosen. The research uses qualitative methods of data collection - in the form of semi-structured interviews. The individual data obtained from the research sample were transcribed and the data processed using the open coding technique in R Core (R Core Team, 2019). The research sample consisted of special educators, educational advisors and class teachers at the second stage of primary schools in the Czech Republic and contained interviews from 20 respondents in each category. Although the results of the research have shown the overall coherence of the system of care for individuals with special educational needs, this is largely influenced by the lack of awareness among individual school staff about the competences of all stakeholders in education. The individual settings of individual schools make it difficult to identify the general characteristics of an ideal model of collaboration between teaching staff, but despite this high variability, the core needs of all groups have been identified, which can be divided into administrative matters, mutual relations and communication. 

Sign in / Sign up

Export Citation Format

Share Document