scholarly journals Overview of prevailing types of victimal behavior among adolescents in secondary and special schools

HUMANITARIUM ◽  
2020 ◽  
Vol 41 (1) ◽  
pp. 17-26
Author(s):  
Anton Bystrov
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Psychological Services ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Special Schools ◽  
Support Teams ◽  
School Anxiety ◽  
School Psychological Services ◽  
Hand Test

The article presents the results of investigating the types of victimal behaviour among adolescents in special and secondary schools. The author reveals the concepts of victimisation and victimal behaviour. The researcher views victimhood as a set of human characteristics, due to a complex of social, psychological and biophysical conditions that contribute to the maladaptive style of person’s response, resulting in damage to his/her physical or emotional and mental health. The author draws a parallel between deviant and victimal behaviour. The paper demonstrates significance of this research issue for school psychological services and psychological and pedagogical support teams in connection with the widespread introduction of inclusive education for children with special educational needs, especially intellectual disabilities. The article clearly describes the research methods, i.e.: In order to study the characteristics of victimal behaviour of ways to overcome difficulties, the paper used the method of O. Andronnikova, the emotional state of adolescents was studied using the school anxiety test introduced by Phillips, as well as the Hand Test. The goal of the PDO technique (Lichko’s questionnaire, self-assessment forms of aggressive behaviour) was to identify the dependence of the type of victimal behaviour on the pathological personality characteristics. The research highlights the major types of victimal behaviour in adolescents with normotypical development and intellectual disabilities. The author substantiated the choice of adolescence as the most risky age for the manifestation of conflicts, bulling and stressful situations of frustration. The researcher notes the following types of behaviour in adolescents: uncritical, active, aggressive, initiative and passive ones. The paper also presents the gender aspect of the issue. According to the author, the results of the study will form the basis of a programme for the prevention of bulling and victimisation of adolescents in schools. The data obtained in the study will be used to further study the causes and characteristics of victimal behaviour, when considering it in connection with other parameters: with the level of anxiety, behaviour in intractable situations, with the manifestations of personality pathology.

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan

2021 ◽  
Vol 16 (4) ◽  
pp. 1631-1642
Author(s):  
Almagul Kalykbayeva ◽  
Akmaral Satova ◽  
Akbota Autayeva ◽  
Ainur Ospanova ◽  
Aigul Suranchina ◽  
...  
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Esteem ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Average Value ◽  
Study Results

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

scholarly journals The Special School as ‘Natural Habitat’? On the Persistence of Segregated Education of Students With Intellectual Disabilities

2021 ◽  
Vol 4 (11) ◽  
Author(s):  
Tobias Buchner
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Natural Habitat ◽  
Rapid Expansion ◽  
Special Schools ◽  
Integrated Education ◽  
Students With Intellectual Disabilities ◽  
1960S And 1970S ◽  
Education Of Students ◽  
Segregated Education

In this essay, I explore the reasons behind the persistence of segregated education of students with intellectual disabilities in Austria. Doing so, I critically interrogate three phases of the Austrian education system concerning the role of students with intellectual disabilities: (1) The rapid expansion of special schools in the 1960s and 1970s, (2) the rise of integrated education in the 1980s and 1990s and (3) the last two decades, which were characterized by budget cuts, school accountability policies and failed efforts to further the implementation of inclusive education.

scholarly journals Guidance and Counselling for Pupils with Special Educational Needs in Accra, Ghana: Implications for Inclusive Education

2020 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Study Data ◽  
Service Access ◽  
Special Educational Needs ◽  
Special Schools ◽  
Guidance Services ◽  
Counselling Services ◽  
Interview Guide ◽  
Mixed Method Design

Pupils with special educational needs require guidance and counselling services to overcome their social and psychological challenges. The study explored available guidance and counselling services in three special schools in Ghana. The concurrent triangulation mixed- method design was used. The samples of pupils (88) and staff (3), comprising administrators and guidance and counselling coordinators were purposively selected for the study. Data were collected with a questionnaire and an interview guide. Quantitative data was analysed using descriptive statistics, specifically, frequencies and percentages while in the qualitative analysis, the thematic approach was used. The importance of guidance services was prevalent. The facility enabled discussions regarding pupils’ educational goal construction, career plan development and solving relationship problems among pupils, their staff and parents. Regional Education officers were subsequently recommended to liaise with their counterparts at the Guidance and Counselling and Special Education Regional offices to monitor special schools, which will enable them to ensure widened service access and effective implementation.

scholarly journals Estimating the causal effects of academisation of English schools with the data from the National Pupil Database

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yi Liu ◽  
Alexey Bessudnov ◽  
Brahm Norwich ◽  
Alison Black
Keyword(s):  
Inclusive Education ◽  
Causal Effects ◽  
School Level ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Special Schools ◽  
Individual Level ◽  
Important Trend ◽  
Key Policy ◽  
Negative Impacts

BackgroundOver the last 30 years there have been two key policy initiatives in schooling in England. First, there was a move to raise academic standards with a market-oriented model of schooling and the introduction of Academies with higher levels of autonomy. Second, there has been a lesser though nevertheless important trend to providing for more pupils with special educational needs (SEN) in ordinary rather than special schools, what has been called the inclusive education movement. ObjectivesWe explore causal effects of converting English schools into academies on educational inclusiveness in England. Specifically we investigate the implications of a school’s academisation event in converting to a Sponsored Academy or a Converter Academy on the inclusion of pupils with SEN and the impacts on the education trajectory of these pupils. Methods (including data)Using administrative data from the National Pupil Database and combining it with publicly available data on school institutional history, we are able to construct extensive longitudinal samples of pupil cohorts and academisation school cohorts from 2003 to 2015. Utilising both from aggregate school level and individual level features, we study the various aspects of academisation on educational inclusiveness by modelling the admissions, re-classifications and potential exclusions on pupils with SEN from the contemporaneous and follow-up effects of academisation events. In addition, we examine the adequacy and effectiveness in causality modelling in a educational context under various regimes of modelling frameworks. Findings and conclusionsThe analysis to date suggests that academisation events have small negative impacts in educational inclusiveness. Specifically, we find that pupils with SEN are more likely to register with non-SEN in academised schools in the treatment group. In addition, these negative effects are found to remain statistically significant several periods after occurrence of the event.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Teachers’ aggressive and violent behaviours towards students with mild intellectual disabilities in three forms of education

2020 ◽  
pp. 97-115
Author(s):  
Marzena Buchnat
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Peer Victimization ◽  
Inclusive Education ◽  
Education System ◽  
Regular Part ◽  
Special Schools ◽  
Effective Work ◽  
Education Experience ◽  
Sense Of Security

Aggression and violence has become a regular part of school reality. The ongoing legal changes in the education system have provided children with mild intellectual disabilities the opportunity to study in three forms of education: mainstream schools, integration classes and special schools. Unfortunately, the results of many studies have revealed that students with disabilities are more likely to be subject to peer victimization, particularly in various forms of inclusive education. In view of such facts, the question arises whether, and if so, how and with what frequency students with mild intellectual disabilities in various forms of education experience aggression and violence perpetrated by teachers. This seems particularly important because of the role that teachers play in building a sense of security in students, especially those with mild intellectual disabilities. The results of the study revealed a much higher level of aggression and violence experienced by students with mild intellectual disabilities perpetrated by teachers working in mainstream schools compared to those working in special schools. This fact raises great reservations regarding the teachers’ attitude towards students with mild intellectual disabilities and the level of their preparation for effective work with such students.

scholarly journals Nuevo enfoque de la educación inclusiva y su articulación con la práctica docente y no docente

2019 ◽  
pp. 176-179
Keyword(s):  
Social Interaction ◽  
Training Program ◽  
Inclusive Education ◽  
Basic Education ◽  
San Antonio ◽  
Special Educational Needs ◽  
Special Schools ◽  
New Approach ◽  
El Sistema ◽  
Education Act

Nuevo enfoque de la educación inclusiva y su articulación con la práctica docente y no docente New approach to inclusive education and its relationship to teaching practiceand non- teaching Patricia Beatriz Toral Ganoza. Centro Educativo Básica Especial San Antonio. DOI: https://doi.org/10.33017/RevECIPeru2011.0042/ RESUMEN La Educación inclusiva es una necesidad urgente en el sistema educativo peruano. La ley de educación expresa que esta es un derecho para todos sin distinción, sin embargo la educación para niños y niñas con habilidades especiales ha estado encerrada en colegios especiales, limitando a sus participantes a una educación confinada, impidiendo una interacción social con sus coetáneos y su socialización en su medio. La investigación que se presenta aspira a ofrecer un aporte en cuanto a la actualización de los docentes y no docentes que laboran en la educación básica especial y en la educación básica regular, se propone un programa de capacitación en Educación Inclusiva y su nuevo enfoque para contribuir a superar la condición de los niños y niñas con necesidades educativas especiales para una integración social. Descriptores: Educación inclusiva, programa de capacitación para docentes. ABSTRACT Inclusive education is an urgent need in the Peruvian educational system. The Education Act states that this is a right for all without distinction, however education for children with special abilities have been locked up in special schools, limiting participants to a confined education, avoiding social interaction with peers and socialization in their midst. The research presented aims to provide input regarding the updating of teaching and non-teachers working in special and basic education in regular primary education, it is proposed a training program in Inclusive Education and its new approach to help to overcome the condition of children with special educational needs for social integration. Keywords: Inclusive Education, training program for teachers.

scholarly journals Supporting school inclusion of students with disabilities and special educational needs - selected challenges and solutions

2021 ◽  
Vol 47 (3) ◽  
pp. 206-219
Author(s):  
Piotr Plichta
Keyword(s):  
Developmental Disabilities ◽  
School Violence ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
The Self ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Supporting Teachers

Nowadays, a fairly widely accepted idea regarding education is that schools should provide an inclusive environment. However, the process of inclusion cannot be accomplished spontaneously. If such a process is not actively supported, it may contribute to the growth of intolerance, stereotypes, exclusion and school violence. If inclusive education is to become more than merely a slogan, it is necessary to provide support to all involved, including teachers. In light of the research, the self-assessment of teachers’ competencies in educating students with developmental disabilities and special educational needs is relatively low. The article describes possible challenges in making schools more inclusive environments and proposes possible means of supporting teachers in selected areas of inclusion.

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 119-138
Author(s):  
Monika Skura
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Severe Disabilities ◽  
Educational Needs ◽  
Vital Role ◽  
Special School ◽  
Special Educational Needs ◽  
Special Schools ◽  
Unrealistic Expectation ◽  
Inclusive Society

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

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