scholarly journals Inclusive education in Guyana : perspectives of policy makers, teachers, and parents of children with special needs

2021 ◽  
Author(s):  
Amanda Devi Ajodhia-Andrews
Keyword(s):  
Grounded Theory ◽  
Special Needs ◽  
Inclusive Education ◽  
Change Agents ◽  
Children With Special Needs ◽  
Policy Makers ◽  
Potential Barriers ◽  
The Core ◽  
Constructivist Perspective ◽  
Teachers And Parents

his study examines inclusive education within Guyana for children with special needs (0-8 years), from the perspectives of policy makers, teachers and parents of children with special needs (N=22). The study is framed within a constructivist perspective, and uses a grounded theory design and analysis. Findings indicate four factors which are potential barriers to implementing inclusive education in Guyana: attitudes / perceptions toward those with special needs, change agents, resources and experiences with children with special needs. This study describes the interrelating relationsips among the core phenomenon (i.e. attitudes towards those with special needs), and other conditions (i.e., change agents, resources and experiences with children with special needs). The interrelationship between these factors stimulates strategies or actions. These lead to consequences which prevent sustainable and successful inclusive education within Guyana. There is a discussion of recommendations and conclusions which may assist in supporting inclusive education within Guyana.

scholarly journals Inclusive education in Guyana : perspectives of policy makers, teachers, and parents of children with special needs

2021 ◽  
Author(s):  
Amanda Devi Ajodhia-Andrews
Keyword(s):  
Grounded Theory ◽  
Special Needs ◽  
Inclusive Education ◽  
Change Agents ◽  
Children With Special Needs ◽  
Policy Makers ◽  
Potential Barriers ◽  
The Core ◽  
Constructivist Perspective ◽  
Teachers And Parents

his study examines inclusive education within Guyana for children with special needs (0-8 years), from the perspectives of policy makers, teachers and parents of children with special needs (N=22). The study is framed within a constructivist perspective, and uses a grounded theory design and analysis. Findings indicate four factors which are potential barriers to implementing inclusive education in Guyana: attitudes / perceptions toward those with special needs, change agents, resources and experiences with children with special needs. This study describes the interrelating relationsips among the core phenomenon (i.e. attitudes towards those with special needs), and other conditions (i.e., change agents, resources and experiences with children with special needs). The interrelationship between these factors stimulates strategies or actions. These lead to consequences which prevent sustainable and successful inclusive education within Guyana. There is a discussion of recommendations and conclusions which may assist in supporting inclusive education within Guyana.

scholarly journals Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

scholarly journals Inclusive Education: Cooperation Between Class Teachers, Special Teachers, Parents to Optimize Development of Special Needs Childrens

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Alpha Ariani ◽  
Mochamad Wahyudi ◽  
Rugaiyah Rugaiyah
Keyword(s):  
Social Skills ◽  
Special Needs ◽  
Inclusive Education ◽  
Study Data ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Data Presentation ◽  
Academic Attitudes ◽  
Teachers And Parents ◽  
Guidance Teachers

This study aims to find out the collaboration between class teachers, special guidance teachers, and parents of children with special needs. In addition, it also knows the optimization of the developmental aspects of children with special needs which include academic attitudes, social skills, emotions, and independence. This study used qualitative research methods. The process of data collection is done using the method of interviews, observation, and documentation study. Data analysis using the model presented by Miles and Huberman includes the process of data reduction, data presentation, and drawing conclusions based on facts in the field. The results of the study show that good collaboration between classroom teachers, special guidance teachers, and parents in the process of education in schools strongly supports the development of children with special needs. The development of aspects of social skills is more prominent than the development of aspects of academic attitudes, emotional development, and independence.

scholarly journals Kebijakan Pemerintah Terhadap Pendidikan Inklusif

2018 ◽  
Vol 1 (3) ◽  
pp. 1-15
Author(s):  
Angga Saputra
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Inclusive Education ◽  
The Other ◽  
Educational Services ◽  
Children With Special Needs ◽  
Homeless Children ◽  
Regular School ◽  
The Government ◽  
Teachers And Parents

Inclusive education is the education given to students who have the disorder, has the potential intelligence and special talents. Also children are not able to learn for one thing: disability, autism, mental retardation, homeless children, the other had the talent and potential. Inclusive education is a system of educational services for children with special needs in the regular school education and this should be done as early as possible. This is in accordance with the policy internationally and nationally as stipulated in Law No. 20 of 2003 on article 32 and Permendiknas number 70 of 2009, by providing opportunities and opportunities for children with special needs to acquire education in schools regular ranging from elementary school, School junior High and High School / Vocational. The success of inclusive education will depend on the cooperation of the government, teachers and parents together.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

scholarly journals Problems and perspectives of children with special needs

2006 ◽  
Vol 38 (1) ◽  
pp. 190-204 ◽  
Author(s):  
Milja Vujacic
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Organized Activities ◽  
Negative Attitudes ◽  
Independent Life ◽  
It Training ◽  
Changing Attitudes ◽  
Favorable Conditions ◽  
Quality In Education

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

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