Inclusive Educational Support and Teacher Roles Recognized by Parents of Students with Disabilities Placed in General Classrooms

2021 ◽  
Vol 37 (1) ◽  
pp. 83-106
Author(s):  
Jiyoung Son ◽  
Janghyun Lim
Keyword(s):  
Students With Disabilities ◽  
Teacher Roles ◽  
Educational Support

scholarly journals Social Psychological Support of Students with Disabilities

2017 ◽  
Vol 22 (1) ◽  
pp. 71-80 ◽  
Author(s):  
B.B. Aismontas ◽  
M.A. Odintsova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Personality Development ◽  
Optimal Combination ◽  
Psychological Support ◽  
State University ◽  
Social Psychological ◽  
Educational Support ◽  
Moscow State University ◽  
Healthy Personality

In this article we study the main goals, objectives, functions and mechanisms of social psychological support of students with disabilities and special needs in higher education. We describe the experience in providing such support at the Department of Distance Learning of the Moscow State University of Psychology and Education. We show that social psychological support of students with disabilities is a specially organized process involving the creation of an optimally accessible and nurturing environment which contributes to the development of general cultural, professional competencies as well as to healthy personality development in individuals. Macro social, psychological and pedagogical features of the environment play a key role in social psychological support. Psychological and educational support of students with disabilities involves several types of assistance, each with its own tasks and features, however only the optimal combination of these forms embodies social psychological support as a whole.

scholarly journals EFL Education for the Visually Impaired in Japan: Data from Five Interviews

2020 ◽  
Vol 13 (1) ◽  
pp. 57-78
Author(s):  
James Carpenter
Keyword(s):  
Students With Disabilities ◽  
Education System ◽  
Visually Impaired ◽  
Research Literature ◽  
Free Access ◽  
Japanese Education ◽  
Educational Support ◽  
Educational Law ◽  
Visually Impaired People ◽  
Visually Impaired Students

The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need.

A student with intellectual disability in the school space-selected aspect of functioning

2018 ◽  
Vol 570 (5) ◽  
pp. 34-44
Author(s):  
Jolanta Lipińska-Lokś
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
School Environment ◽  
Individual Case ◽  
Light Level ◽  
Educational Support ◽  
Full Member ◽  
The Individual ◽  
Education Of Students ◽  
Colleague Relationships

School is an important element in the reality of a young human. In its space a student spends a large part of his daily life. The school, aware of its importance, is trying to best fulfill this tasks. Particular role is played in the case of a student with a disability, whose functioning is inherently inhibited. Students with intellectual disabilities are based in a very bad position, what is shown in the presented diagnosis. The diagnosis was carried out in the area of qualitative research the individual case method using an interview technique was applied. The principles of relational diagnosis were referred to. 13-years old Mateusz, a student of fourth grade of elementary integration school, with intellectual disability at light level was interviewed. The research material was enriched with interviews with the boy's mother and his tutor, a Maths teacher. The students areas of functioning at the school were analyzed in basics: task-based functioning, relations with adults and colleagues and his self image. The diagnosis shows unfavorable situation of the boy at school. There is disorder in all areas his functioning (according relations between the subject and the adults at the school are relatively most favorable). The boy cannot cope with task situations as a student and friend. Although he attends the integration class he does not feel a full member, his colleague relationships are poor and often disorderly. He does not like to go to school, he cannot cope with study, he has low self-esteem. The causes of this state should be seen in intellectual disability and unfortunately in school environment deficiencies. In order to improve the situation, changes are necessary both in the education of students with disabilities, assistance provided to them, as well as in educational support for the social integration of students with disabilities. Without appropriate actions, these students are doomed to school failure, to the threat of social exclusion.

scholarly journals Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

2020 ◽  
Vol 12 (22) ◽  
pp. 9446
Author(s):  
Luis Ortiz-Jiménez ◽  
Victoria Figueredo-Canosa ◽  
Macarena Castellary López ◽  
María Carmen López Berlanga
Keyword(s):  
Teacher Training ◽  
Students With Disabilities ◽  
Educational Support ◽  
Teachers Perceptions ◽  
Education Centre ◽  
Confirmatory Factor ◽  
Differences Of Opinion ◽  
Information And Communication ◽  
Educational Inclusion ◽  
Good Preparation

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

scholarly journals ACTITUD DEL PROFESORADO DE PRIMARIA Y SECUNDARIA EN FUNCIÓN DEL GÉNERO ANTE LOS PUNTOS FUERTES DE LA INTEGRACIÓN

2016 ◽  
Vol 3 (1) ◽  
pp. 147
Author(s):  
Mª Luisa Bermejo García ◽  
Florencio Vicente Castro ◽  
Mª Isabel Ruiz Fernández ◽  
Mª José Rabazo Méndez
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Support Needs ◽  
Educational Support ◽  
Male And Female ◽  
Female Teachers ◽  
Inferential Analysis ◽  
Guidance Department

Abstract:This research aims to analyze the attitudes of teachers toward reality Extremadura involved in our classrooms students with specific educational support needs have been developed for the study, two specific questionnaires, one aimed at teachers and teachers of other specialists and primary to secondary . In this paper we conducted a descriptive and inferential analysis of the attitudes of primary and secondary teachers to a range of variables such as valuation of the tasks that the team and the guidance department to support teachers with students with disabilities in classrooms and significant differences in the assessment of male and female teachers in Primary and Secondary strengths integration.Keywords: Teachers, primary, secondary, students with disabilities, inclusion, equipment and guidance departmentResumen:En esta investigación se pretende analizar las actitudes del profesorado extremeño ante la realidad que supone en nuestras aulas alumnos con necesidades específicas de apoyo educativo Se han elaborado para el estudio, dos cuestionarios específicos, uno dirigido al profesorado de primaria y a profesores especialistas y otro a secundaria. En esta comunicación realizamos un análisis descriptivo e inferencial sobre las actitudes del profesorado de Primaria y Secundaria ante una serie de variables como la valoración de las tareas que realiza el equipo y el departamento de orientación para ayudar al profesorado con alumnos con discapacidad en las aulas y las diferencias significativas que existen en la valoración del profesorado masculino y femenino de Primaria y Secundaria de los puntos fuertes de la integración.Palabras clave: Profesorado, primaria, secundaria, alumnado con discapacidad, inclusión equipo y departamento de orientación

The relationship between the school organization and the process of inclusion of an autistic student

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Erica Daiane Ferreira Camargo ◽  
Rosana Carla Nascimento Givigi
Keyword(s):  
Students With Disabilities ◽  
Autistic Spectrum Disorder ◽  
School Organization ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Educational Support ◽  
The Social ◽  
Critical Action ◽  
Critical Action Research ◽  
The Relationship

The issues surrounding the school organization are important for the inclusion process. It is essential to prepare the schools and people who work at them because it contributes to the social and cognitive development of the students with Autistic Spectrum Disorder (ASD). This qualitative research uses collaborative-critical action research as the methodology. The aim of this paper is to analyze the school routine for the attendance of an autistic child. This research was done at regular schools they were weekly visited for twelve months. This study allowed the author to conclude that there is a concern about architectural issues and the absence of prior planning to carry out the pedagogical practices, when the students get in the school or when they leave. The educational process of students with disabilities is evidenced by the problems they face. There is no school organization to provide educational support and contribute to student’s development.

scholarly journals Factors of Psychological Readiness of Student Youth for Tutoring for People with Disabilities

2021 ◽  
Keyword(s):  
Students With Disabilities ◽  
Communicative Competence ◽  
Urban Economy ◽  
People With Disabilities ◽  
Psychological Characteristics ◽  
Educational Support ◽  
Academic Orientation ◽  
National University ◽  
Prosocial Orientation ◽  
New Type

In the time of higher education modernization, which is focused on individual trajectories and the formation of personality on the basis of its capabilities and abilities, a new role is acquired by a new type of activity – tutoring. In European leading countries, this type of support for people with disabilities has proven its effectiveness, but in Ukraine it is not widely known. The article presents the results of an empirical study of the psychological readiness in young students to become tuitors for people with disabilities. The sample was consisted of 68 students O.M. Beketov National University of Urban Economy in Kharkiv. The research has shown that tutoring is a new and exciting phenomenon that gives students the opportunity to experience mentoring, including students with disabilities. At the same time, psychological readiness for such activities is at a low level, which is caused by the insufficient level of awareness of functional responsibilities of a tutor, a clear ultimate goal, and so on. There are four factors in the structure of psychological readiness for tutoring students with disabilities: “Prosocial Orientation to Help”, “Academic Orientation”, “Social Intuition” and “Communicative Competence”. Given the psychological characteristics of students with disabilities, their support should be significantly different from the educational support of relatively healthy students. The data obtained can be included in the development of a comprehensive program to study the psychological readiness for tutoring people with disabilities.

scholarly journals Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University

2017 ◽  
Vol 22 (1) ◽  
pp. 119-129 ◽  
Author(s):  
O.A. Denisova ◽  
O.L. Lekhanova
Keyword(s):  
Students With Disabilities ◽  
Social Services ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Support ◽  
Persons With Disabilities ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Education Of Students ◽  
The University

This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities.

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